AHE 210, +HIGHER EDUCATION GOES HOLLYWOOD: RACIAL NARRATIVES AND STUDENT EXPERIENCES, 3 Credits

Explains how race and ethnicity intersect with power to perpetuate systemic oppression in higher education through television and film. Discusses the social construction and evolution of racial and ethnic differences, and their impact on college students’ experiences. Illustrates the cultural assets and resilience of Students of Color in dismantling racism and oppression in higher education.

Attributes: CFDP – Core Ed - Difference, Power & Oppression

Available via Ecampus

AHE 410, INTERNSHIP/WORK EXPERIENCE, 1-16 Credits

This course is repeatable for 16 credits.

AHE 440, INTRODUCTION TO ADULT LEARNING, 3 Credits

Explores various theories and principles of development for the adult learner. Integrates various methods of understanding for how adults learn and process information. Develops a personal philosophy of adult education.

Recommended: ED 253

Available via Ecampus

AHE 445, INSTRUCTIONAL METHODS FOR ADULT LEARNING, 3 Credits

Explores instructional strategies to facilitate adult learning in higher education and workplace settings. Develops resources for instructing and evaluating adult learner experiences through observation and practice.

AHE 450, EXPLORING LEADERSHIP IN EDUCATION, 3 Credits

Examines leadership and management theories often used in education and training settings, while studying values, characteristics, and challenges in the development of a philosophy and portfolio. Explores the value of diversity within leadership in education and training.

AHE 501, RESEARCH, 1-16 Credits

Equivalent to: ED 501

This course is repeatable for 16 credits.

AHE 503, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

AHE 506, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

AHE 510, INTERNSHIP, 1-18 Credits

This course is repeatable for 18 credits.

Available via Ecampus

AHE 522, INSTRUCTIONAL TECHNOLOGY I, 1 Credit

Explores technologies used in distance education to deliver content and facilitate active learning through learner creation of digital portfolios and artifacts using online tools and apps.

Corequisites: AHE 553

Available via Ecampus

AHE 523, INSTRUCTIONAL TECHNOLOGY II, 1 Credit

An overview of best practices in digital-age learning design, including implementation of backward design principles.

Prerequisite: AHE 522 with C or better

Corequisites: AHE 533

Available via Ecampus

AHE 524, INSTRUCTIONAL TECHNOLOGY III, 1 Credit

Students will develop the knowledge and skills needed to design and create complete online teachings/courses within a learning management system.

Prerequisite: AHE 522 with C or better and AHE 523 [C]

Corequisites: AHE 531

Available via Ecampus

AHE 525, INSTRUCTIONAL TECHNOLOGY IV, 1 Credit

Learners will research and demonstrate how to use a current innovative instructional technology, as well as develop skills in understanding trends and preparing for future innovations in instructional technology.

Prerequisite: AHE 522 with C or better and AHE 523 [C] and AHE 524 [C]

Corequisites: AHE 547

Available via Ecampus

AHE 531, INSTRUCTIONAL DESIGN, 4 Credits

Designed for instructors, trainers, managers, organizational consultants or others who are responsible for the development of programs and courses in community colleges, the workplace or other settings. Using systems concepts and methods, students will learn to design learner-centered instructional programs and courses.

Available via Ecampus

AHE 532, PROGRAM EVALUATION, 4 Credits

Assessing outcomes in college curriculum and workplace training programs from a systems perspective and evaluation of program effectiveness. Particular emphasis on formative and summative evaluation, frameworks for program evaluation, quantitative and qualitative methods and analysis, communicating and reporting evaluation findings, and the ethics and standards of evaluation practice.

Available via Ecampus

AHE 533, NEEDS ASSESSMENT AND RESEARCH, 4 Credits

Introduces workplace learning needs assessment (WLNA) and research principles and practices for individual and collaborative learning groups.

Prerequisite: AHE 553 with C or better

Available via Ecampus

AHE 534, ORGANIZATIONS AND SYSTEMS THEORY, 4 Credits

Introduces principles and practices underlying individual and collaborative work group learning. Participants will learn how to create an environment that promotes effective and efficient workplace learning.

Available via Ecampus

AHE 547, INSTRUCTIONAL STRATEGIES FOR ADULT LEARNERS, 4 Credits

Exploration of and practice using instructional strategies to enhance adult learning. Acquisition of an instructional strategy tool kit as well as a method for evaluating adult learning events.

Available via Ecampus

AHE 549, ETHICAL AND PROFESSIONAL ISSUES, 4 Credits

Focuses on issues facing professionals working with adult learners as well as ethical issues relevant to the practice and scholarship in the field. Combines instruction in inquiry-based teaching methods and learning theory with work in professional settings, such as for-profit and non-profit organizations and government agencies.

Available via Ecampus

AHE 553, ADULT LEARNING & DEVELOPMENT, 4 Credits

Introduce participants to key theories, orientations, models, and principles of learning and development in adulthood.

Available via Ecampus

AHE 567, LEADERSHIP DEVELOPMENT AND HUMAN RELATIONS, 4 Credits

Exploration of multiple theories of leadership in different organizational contexts; synthesize theory with experience to construct a personal framework for leadership practice.

Available via Ecampus

AHE 575, EDUCATIONAL FINANCE, 3 Credits

Finance, budgeting and accounting for sources of revenue; deferral, state and local financing, budgeting and accounting models, practical experience combined with examination of theory, trends and issues. Focus in either public schools, community colleges or higher education through practical experience.

Available via Ecampus

AHE 582, LEGAL ISSUES IN HIGHER EDUCATION, 3 Credits

A comprehensive presentation and discussion of the law governing administration within community colleges and college/universities with a special emphasis on student services administration.

Available via Ecampus

AHE 599, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

AHE 601, RESEARCH, 1-16 Credits

Equivalent to: ED 601

This course is repeatable for 16 credits.

AHE 602, INDEPENDENT STUDY, 1-16 Credits

Equivalent to: ED 602

This course is repeatable for 16 credits.

AHE 603, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

Available via Ecampus

AHE 605, READING AND CONFERENCE, 1-16 Credits

Equivalent to: ED 605

This course is repeatable for 16 credits.

AHE 606, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

AHE 607, SEMINAR, 1-16 Credits

Equivalent to: ED 607

This course is repeatable for 16 credits.

AHE 608, WORKSHOP, 1-16 Credits

Equivalent to: ED 608

This course is repeatable for 16 credits.

AHE 609, PRACTICUM CLINICAL EXPERIENCE, 1-16 Credits

This course is repeatable for 16 credits.

AHE 610, INTERNSHIP, 1-15 Credits

This course is repeatable for 15 credits.

Available via Ecampus

AHE 611, QUANTITATIVE ANALYSIS IN EDUCATIONAL RESEARCH I, 3 Credits

Foundational course to methods and statistics used in quantitative educational research. Examines data analysis, statistical procedures, and interpretation of results within postsecondary environments.

AHE 612, APPLIED RESEARCH METHODS IN HIGHER EDUCATION, 3 Credits

Emphasizes applied research methods used in educational settings to improve practice. Identifies and inventories localized problems of practice within the workplace and explores the relationship between problems of practice and applied research. Outlines the necessary steps to complete an applied dissertation and explores research and data collection methods. Reviews ethical issues associated with designing and conducting applied research for higher education.

AHE 613, RESEARCH ANALYSIS AND INTERPRETATION IN EDUCATION, 3 Credits

Critical analysis of scholarly studies in education from a variety of research perspectives.

Recommended: AHE 612 and completion or concurrent enrollment in an intermediate statistics course

AHE 614, ADVANCED RESEARCH METHODS IN EDUCATION, 1-3 Credits

Selected topics in research methods as appropriate for research perspectives in education.

This course is repeatable for 6 credits.

Recommended: AHE 613

AHE 616, QUANTITATIVE ANALYSIS IN EDUCATIONAL RESEARCH II, 3 Credits

Develop conceptual and practical understanding of research and evaluation in higher education. Course topics include basic statistics, survey design, data analysis, and assessment issues. As an advanced statistics course, students will have the opportunity to apply concepts and gain direct research experience by conducting an original research project.

Prerequisite: AHE 611 with C or better

AHE 617, NEEDS ASSESSMENT IN HIGHER EDUCATION, 3 Credits

Explores needs assessment as an applied research tool. Addresses definitions of types of needs assessment and compares needs assessment approaches. Applies research skills in the creation, design and implementation of a pilot needs assessment project focused around educational inequities.

AHE 618, QUALITATIVE ANALYSIS IN EDUCATIONAL RESEARCH, 3 Credits

Introduces learners to a variety of qualitative research perspectives and methodologies. Participants will examine these approaches by critiquing a scholarly article containing qualitative methods; formulating qualitative questions; writing a short proposal; collecting, coding, and analyzing data; and writing a final synthesis paper.

AHE 619, QUALITATIVE ANALYSIS IN EDUCATIONAL RESEARCH II, 3 Credits

Focuses on the interlocking concepts of theory and data to broaden understanding and application of qualitative methodologies to improve research design and analysis from varying disciplinary approaches for the study of higher education.

Prerequisite: AHE 618 with C or better

AHE 623, CONTEMPORARY ISSUES IN HIGHER EDUCATION, 3 Credits

Examines contemporary challenges facing higher education institutions and identifies connections between broader issues and problems of practice. Compares and contrasts issues and problems at different institutional types. Identifies relationships between major issues, policies, and external factors.

AHE 630, PROGRAM EVALUATION IN HIGHER EDUCATION, 3 Credits

Examines program evaluation methods and frameworks used in higher education. Describes key models, theories, strategies, and underlying assumptions of evaluation practice and addresses appropriate evaluation designs. Explores the political and contextual factors that affect the practice of evaluation and effective methods for disseminating evaluation findings. Applies evaluation skills to assess efficacy and effectiveness of solutions focused on a problem of practice.

AHE 634, POWER AND PRIVILEGE IN LEADERSHIP, 3 Credits

Critically analyzes how systemic power and privilege serve to maintain/reproduce systemic inequities. Evaluates ways leadership identity is socially constructed and identifies leadership style in relation to identity. Distinguishes between academic and student affairs leadership. Analyzes leaders’ engagement with the environment and assesses critical perspectives, models, and theories that inform leadership practice.

AHE 638, HISTORY OF HIGHER EDUCATION, 3 Credits

Surveys American higher education across 200-plus years of American history, with a specific emphasis in this section on the American community college.

AHE 640, HIGHER EDUCATION ADMINISTRATION I, 3 Credits

Examines the role of academic and student affairs leaders in managing effective and inclusive institutions. Explores creating equity-focused policies and practices that promote diverse and inclusive learning environments. Addresses how leaders can formulate equitable strategies to recruit, retain, and develop faculty, staff and leaders and analyzes leadership strategies for navigating institutional and environmental crises. Evaluates skills to foster productive cross-campus collaborations between units, divisions, and departments.

Available via Ecampus

AHE 641, HIGHER EDUCATION ADMINISTRATION II, 3 Credits

Examines the role of external relations in leading effective and inclusive higher education institutions. Identifies the relationship between leaders, various stakeholders and external constituents, and analyzes strategies for leaders to effectively communicate with the media. Describes the role and responsibilities of college and university boards. Identifies leaders’ role in fundraising and philanthropy and compares strategies for individual fundraising and project fundraising at different institutional types. Evaluates community engagement strategies for higher education leaders. Analyzes the influence of globalization and internationalization on higher education practice, policy, procedures, and programs.

AHE 643, ORGANIZATION THEORY-HIGHER EDUCATION, 3 Credits

An introduction to organizational theory (OT). The texts allow us to explore how systems thinking is applied to our world, and how we can use it to better understand the nature of human social engagement. Both OT and living systems theories are deeply associated with improvement and change theories in higher education settings and business.

AHE 644, POLICY ISSUES IN HIGHER EDUCATION, 3 Credits

Examines state and national policy issues impacting leadership in higher education. Describes contexts underlying policies impacting college access and outcomes and distinguishes theoretical approaches for higher education policymaking. Explores how leaders inform and influence policy within systems of higher education. Applies knowledge to an analysis of policy issues impacting higher education.

AHE 645, ETHICAL PRACTICE, 3 Credits

Reviews major ethical theories with an emphasis on practical applications related to community college professional practice.

AHE 648, ORGANIZATIONAL DEVELOPMENT AND CHANGE IN HIGHER EDUCATION, 3 Credits

Examines the role of strategic, operational, and fiscal management and planning in leading inclusive and equitable higher education institutions. Analyzes strategies to efficiently and effectively manage institutional resources and explores the role of leaders in developing and executing strategic plans. Explores the responsibility of a budget manager including the development of strategies for equitable budget management. Explains the development of organizational processes and policies. Analyzes leadership strategies for addressing emergent issues in higher education.

Available via Ecampus

AHE 652, INDIVIDUAL LEVEL THEORY IN HIGHER EDUCATION, 3 Credits

Analyze the role of theory in conducting equity-focused higher education research. Diagram systemic inequities in higher education and evaluate individual-level theories. Compare approaches to developing theories across social science disciplines. Identify appropriate theories and theoretical concepts for use in research.

AHE 672, INTRODUCTION TO RESEARCH METHODS IN HIGHER EDUCATION, 3 Credits

Introduces research methodologies designed to enable students to comprehend and critically evaluate research across social science disciplines, as well as prepare them for ethical research activities. Engages with the research process, including but not limited to the importance of existing literature, the role theoretical frameworks play, and generating impactful research questions. Exposes different methodological approaches to collecting data focused mostly on quantitative and qualitative research, as well as the limitations and advantages associated with the various methods (i.e., interviews, focus groups, secondary data analysis, etc.). Explores research epistemologies and how these beliefs influence worldview and subsequent research.

AHE 699, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

COUN 421, PERSONAL GROWTH AND WELLNESS IN THE MODERN WORLD, 3 Credits

Explores social and emotional adjustment, growth, and wellness within current social contexts. Examines challenges to wellness and the role of normal development, self-help, and the helping professions in the growth process.

Available via Ecampus

COUN 431, SOCIAL CHANGE: ADDICTIONS AND TREATMENT, 3 Credits

Explores the etiology of addictions in modern society including the history and development of addictions work. Studies many aspects of addiction including historical origins, risk factors, biological and psychological functioning, counseling issues, skills, theories, assessment, treatment, relapse prevention, research, cultural and social justice issues, co-occurring disorders and population-specific information.

Available via Ecampus

COUN 441, INTRODUCTION TO PROFESSIONAL COUNSELING, 3 Credits

Provides students with an overview of the counseling profession that includes the history and philosophical foundations of the profession and roles and functions of professional counselors. The course content will critically engage the privilege and responsibility of the counseling profession in a multicultural society.

Available via Ecampus

COUN 499, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 18 credits.

COUN 501, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

COUN 502, INDEPENDENT STUDY, 1-16 Credits

This course is repeatable for 16 credits.

COUN 503, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

COUN 505, READING AND CONFERENCE, 1-3 Credits

This course is repeatable for 16 credits.

COUN 506, PROJECTS, 1-3 Credits

This course is repeatable for 16 credits.

COUN 507, SEMINAR, 1-3 Credits

This course is repeatable for 16 credits.

COUN 508, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

COUN 509, PRACTICUM, 1-16 Credits

Designed to develop competencies in basic skills, facilitative dimensions, and counseling process. Self-critique, peer-critique, and supervisor-critique of videotaped interview. Written self-critique, oral case presentation and charting skills are learned.

This course is repeatable for 16 credits.

COUN 510, INTERNSHIP, 1-18 Credits

The internship is the culminating field experience of the MS in Counseling program. It is designed to provide students with an on-site placement in a public or private mental health or school setting that will create the necessary bridge between training and professionalism. Students are expected to function per the expectations of other full-time employees and counseling staff at the internship site.

This course is repeatable for 16 credits.

COUN 511, COUNSELING PRE-PRACTICUM, 4 Credits

Examines and develops competencies in basic counseling skills and processes. Integrates self-critiques, peer critiques, and supervisor critiques of counseling microskills.

Equivalent to: COUN 513

COUN 512, PRACTICUM IN COUNSELING, 1-4 Credits

Applies knowledge of counseling skills, theory, and ethics to field-based practice with diverse populations of students/clients in school and clinical mental health settings. Integrates feedback received from qualified professional and faculty supervisors and peers in site-based and remote clinical supervision to improve competencies and enhance development of self-as-counselor. Investigates risk assessment, social justice counseling, and student/client advocacy.

Prerequisite: COUN 511 with P or better

Equivalent to: COUN 514

This course is repeatable for 8 credits.

Available via Ecampus

COUN 513, COUNSELING PRE-PRACTICUM, 3 Credits

Examines and develops competencies in basic counseling skills and processes. Integrates self-critiques, peer critiques, and supervisor critiques of counseling microskills.

Equivalent to: COUN 511

COUN 514, PRACTICUM IN COUNSELING, 3 Credits

Applies knowledge of counseling skills, theory, and ethics to field-based practice with diverse populations of students/clients in school and clinical mental health settings. Integrates feedback received from qualified professional and faculty supervisors and peers in site-based and remote clinical supervision to improve competencies and enhance development of self-as-counselor. Investigates risk assessment, social justice counseling, and student/client advocacy.

Prerequisite: COUN 513 with P or better

Equivalent to: COUN 512

This course is repeatable for 8 credits.

Available via Ecampus

COUN 515, COUNSELING INTERNSHIP, 1-12 Credits

Builds and appraises the growth and development of students as professional counselors in an on-site clinical mental health or school setting. Expands and enhances students’ knowledge base, skill level, and professional identity via guided clinical practice in a public or private mental health or school setting. Guides students through a developmentally appropriate clinical training experience across three terms that creates the necessary bridge between pre-professional training and professional practice.

Prerequisite: COUN 512 with P or better or COUN 514 with P or better

This course is repeatable for 25 credits.

Available via Ecampus

COUN 520, PROFESSIONAL PRACTICE IN CLINICAL MENTAL HEALTH COUNSELING, 4 Credits

Evaluates occupational, legal, and ethical aspects of professional counseling practice. Elaborates on advanced application of ethical codes, counselor licensure statutes and rules, professional identity, counseling advocacy and leadership, diversity, equity, and inclusion as best practice, continuing education and credentialing, and sustaining a career as a licensed professional clinical mental health counselor.

Equivalent to: COUN 521

Available via Ecampus

COUN 521, PROFESSIONAL PRACTICE IN CLINICAL MENTAL HEALTH COUNSELING, 3 Credits

Evaluates occupational, legal, and ethical aspects of professional counseling practice. Elaborates on advanced application of ethical codes, counselor licensure statutes and rules, professional identity, counseling advocacy and leadership, diversity, equity, and inclusion as best practice, continuing education and credentialing, and sustaining a career as a licensed professional clinical mental health counselor.

Equivalent to: COUN 520

COUN 529, DEVELOPMENTAL PERSPECTIVES IN COUNSELING, 4 Credits

Explores affective, behavioral, cognitive, moral, and physical development for human growth and maturation across the lifespan. Differentiates between theories of personality, learning, and human development. Analyzes internal, situational, and environmental factors and events that impact human development, functioning, and behavior. Identifies and explains ethical considerations in working with diverse clients/students at various developmental levels. Creates culturally-informed intervention plans to facilitate academic, social/emotional, and career development of clients.

Equivalent to: COUN 531

COUN 531, DEVELOPMENTAL PERSPECTIVES IN COUNSELING, 3 Credits

Explores affective, behavioral, cognitive, moral, and physical development for human growth and maturation across the lifespan. Differentiates between theories of personality, learning, and human development. Analyzes internal, situational, and environmental factors and events that impact human development, functioning, and behavior. Identifies and explains ethical considerations in working with diverse clients/students at various developmental levels. Creates culturally-informed intervention plans to facilitate academic, social/emotional, and career development of clients.

Equivalent to: COUN 529

COUN 532, SOCIAL AND CULTURAL PERSPECTIVES IN COUNSELING, 3 Credits

Addresses social and cultural factors affecting counseling. Examines studies of change, ethnic groups, subcultures, changing roles of women, sexism, urban and rural societies, population patterns, cultural mores, use of leisure time, and differing life patterns.

Equivalent to: COUN 534

Recommended: COUN 513 and COUN 514.

COUN 533, ADDICTION THEORIES, PREVENTION, AND TREATMENT, 3 Credits

Analyzes prevention, treatment, and recovery across the lifespan through a biopsychosocial perspective on substance use and other addictive behaviors. Outlines the etiology and neurobiology of addiction for counselors in school and community settings who may work with individuals and families impacted by addiction. Examines signs of substance intoxication and withdrawal, eating and gambling disorders; to conduct appropriate screenings; and to facilitate developmentally appropriate prevention for students/clients.

COUN 534, SOCIAL AND CULTURAL PERSPECTIVES IN COUNSELING, 4 Credits

Addresses social and cultural factors affecting counseling. Examines studies of change, ethnic groups, subcultures, changing roles of women, sexism, urban and rural societies, population patterns, cultural mores, use of leisure time, and differing life patterns.

Equivalent to: COUN 532

Recommended: COUN 511 and COUN 512

COUN 535, ADDICTION THEORIES, PREVENTION, AND TREATMENT, 4 Credits

Analyzes prevention, treatment, and recovery across the lifespan through a biopsychosocial perspective on substance use and other addictive behaviors. Outlines the etiology and neurobiology of addiction for counselors in school and community settings who may work with individuals and families impacted by addiction. Examines signs of substance intoxication and withdrawal, eating and gambling disorders; to conduct appropriate screenings; and to facilitate developmentally appropriate prevention for students/clients.

Equivalent to: COUN 533

COUN 536, APPLIED PSYCHOPHARMACOLOGY FOR COUNSELORS, 3 Credits

Acquaints counseling students with the fundamentals of psychotropic drugs. Basics of pharmacology, adverse effects, indications, and drug interactions will be discussed. Boundaries of practice and practical issues of assessment and referral will be covered. The overall aim of the course is to provide information about psychopharmacology to the non-medical mental health care provider so that she or he can be a more informed member of the mental health care team. This course does not purport to prepare the student to be any part of the pharmacological prescriptive process. That is the purview of the medically trained person.

Available via Ecampus

COUN 538, SUPPORTING DIVERSE POPULATIONS IN K-12 SCHOOLS, 3 Credits

Explores the selection and application of curriculum and the understanding of the classroom teaching experience as it relates to all student populations including ELL and SPED. Examines and understands the unique strengths and needs, assessment process, and state and federal law associated with these populations in order to effectively be able to support them and their families. Identifies the specialized school programs and state and national regulations that support a variety of learning in a collaborative framework.

COUN 541, COUNSELING IDENTITY, PRACTICE, AND ETHICS, 3 Credits

Introduces topics related to professional identity and ethical practice in counseling. Discusses history of the counseling profession; professional advocacy; counselors’ roles and responsibilities in institutional, community and educational settings; and counselors’ power and duty as agents of change in a global society.

COUN 542, COUNSELING IDENTITY, PRACTICE, AND ETHICS, 4 Credits

Introduces topics related to professional identity and ethical practice in counseling. Discusses history of the counseling profession; professional advocacy; counselors’ roles and responsibilities in institutional, community and educational settings; and counselors’ power and duty as agents of change in a global society.

Equivalent to: COUN 541

COUN 546, LEADERSHIP OF SCHOOL COUNSELING PROGRAMS, 3 Credits

Examines the components of a Comprehensive School Counseling Program and the role of the school counselor. Prepares school counselors to lead teams as leaders in the development and implementation of comprehensive school counseling programs. Introduces principles of leadership, system change, and advocacy. Examines State and National Comprehensive School Counseling models to implement as a leader.

Available via Ecampus

COUN 548, SPECIAL EDUCATION ISSUES IN COUNSELING, 3 Credits

Addresses various educational disability categories, the fundamentals of special education law, the special education assessment process, the special education definition of emotional/behavioral disorders, and the counselor's role in supporting children with special emotional needs.

COUN 550, FOUNDATIONS OF MENTAL HEALTH COUNSELING, 3 Credits

Explores the foundations of clinical mental health counseling including: (1) historical, philosophical, societal, cultural, economic, and political dimensions of and current trends in the community human service/mental health movement; (2) roles, functions, preparation standards, credentialing, licensure, and professional identity of clinical mental health counselors; and (3) policies, laws, legislation, recognition, reimbursement, right-to-practice, and other issues relevant to clinical mental health counseling. Focuses on prevention and intervention, social justice, advocacy within the medical model, and preparation for clinical practice.

COUN 551, THEORIES AND TECHNIQUES OF COUNSELING I, 3 Credits

Examines theoretical approaches to counseling and psychotherapy. Distinguishes the importance of therapeutic working alliance and the counseling process, and analyzes a select set of major current counseling theories, theory-specific processes, techniques, and application across counseling setting and populations. Fosters the development of theory-based conceptualization skills and theory-specific techniques; examines social and cultural influences on theory development and application in counseling; and cultivates counseling skill development through experiential lab practices of counseling techniques.

COUN 552, THEORIES AND TECHNIQUES OF COUNSELING II, 3 Credits

Builds on development of knowledge and skills in counseling theories and techniques gained in COUN 551 and surveys an additional select set of major current counseling theories by examining their respective processes, techniques, and application across counseling settings and populations. Strengthens counseling conceptualization skills and familiarity with theory-specific counseling techniques; examines ethical, diversity, and cultural considerations in case conceptualization and application of counseling techniques. Fosters skill development through experiential lab practices and develops personal theoretical orientation to counseling.

Prerequisite: COUN 551 with C or better

COUN 553, THEORIES AND TECHNIQUES OF COUNSELING I, 4 Credits

Examines theoretical approaches to counseling and psychotherapy. Distinguishes the importance of therapeutic working alliance and the counseling process, and analyzes a select set of major current counseling theories, theory-specific processes, techniques, and application across counseling setting and populations. Fosters the development of theory-based conceptualization skills and theory-specific techniques; examines social and cultural influences on theory development and application in counseling; and cultivates counseling skill development through experiential lab practices of counseling techniques.

Equivalent to: COUN 551

COUN 554, THEORIES AND TECHNIQUES OF COUNSELING II, 4 Credits

Builds on development of knowledge and skills in counseling theories and techniques gained in COUN 551 and surveys an additional select set of major current counseling theories by examining their respective processes, techniques, and application across counseling settings and populations. Strengthens counseling conceptualization skills and familiarity with theory-specific counseling techniques; examines ethical, diversity, and cultural considerations in case conceptualization and application of counseling techniques. Fosters skill development through experiential lab practices and develops personal theoretical orientation to counseling.

Prerequisite: COUN 553 with C or better

Equivalent to: COUN 552

COUN 561, INTRODUCTION TO RESEARCH METHODS IN COUNSELING, 4 Credits

Explores common methods for researching process and outcomes in clinical mental health and school counseling settings.

Equivalent to: COUN 562

COUN 562, INTRODUCTION TO RESEARCH METHODS IN COUNSELING, 3 Credits

Explores common methods for researching process and outcomes in clinical mental health and school counseling settings.

COUN 565, ASSESSMENT AND APPRAISAL IN COUNSELING, 4 Credits

Investigates historical perspectives of assessment and testing, basic concepts related to types of tests and measurements, and statistical concepts relevant to assessments. Surveys assessment, appraisal, and various types of instruments and procedures used by counselors in educational, career, psychological, and mental health settings. Examines the use of assessments for diagnostic and counseling intervention purposes. Develops skills in using assessments and procedures relevant to the practice of counseling across work settings. Examines ethical and multicultural issues and concerns in assessment.

Equivalent to: COUN 567

Recommended: Basic statistics course

COUN 566, LIFESTYLE AND CAREER DEVELOPMENT, 4 Credits

Explores major theoretical approaches to career development and career counseling. Examines influence of development, culture, and intersectionality on career. Identifies available resources for educational and occupational assessment and procedures to enhance career exploration, planning, and placement. Emphasizes understanding of career decision-making processes across the lifespan and career counseling issues with diverse populations.

Equivalent to: COUN 568

COUN 567, ASSESSMENT AND APPRAISAL IN COUNSELING, 3 Credits

Investigates historical perspectives of assessment and testing, basic concepts related to types of tests and measurements, and statistical concepts relevant to assessments. Surveys assessment, appraisal, and various types of instruments and procedures used by counselors in educational, career, psychological, and mental health settings. Examines the use of assessments for diagnostic and counseling intervention purposes. Develops skills in using assessments and procedures relevant to the practice of counseling across work settings. Examines ethical and multicultural issues and concerns in assessment.

Equivalent to: COUN 565

Recommended: Basic statistics course

COUN 568, LIFESTYLE AND CAREER DEVELOPMENT, 3 Credits

Explores major theoretical approaches to career development and career counseling. Examines influence of development, culture, and intersectionality on career. Identifies available resources for educational and occupational assessment and procedures to enhance career exploration, planning, and placement. Emphasizes understanding of career decision-making processes across the lifespan and career counseling issues with diverse populations.

Equivalent to: COUN 566

COUN 571, GROUP WORK FOR PROFESSIONAL COUNSELORS, 3 Credits

Reviews the rationale for and role of culturally informed group work in education, prevention, and mental health treatment. Explores group development, group dynamics, and group work approaches and models in the context of diverse counseling settings. Examines group leadership theory, styles of leadership, and group facilitation skills. Encourages integration of knowledge and research into planning effective groups to meet diverse student and client goals.

COUN 572, GROUP WORK FOR PROFESSIONAL COUNSELORS, 4 Credits

Reviews the rationale for and role of culturally informed group work in education, prevention, and mental health treatment. Explores group development, group dynamics, and group work approaches and models in the context of diverse counseling settings. Examines group leadership theory, styles of leadership, and group facilitation skills. Encourages integration of knowledge and research into planning effective groups to meet diverse student and client goals.

Equivalent to: COUN 571

COUN 573, INTRODUCTION TO FAMILY COUNSELING, 4 Credits

Examines the history of family counseling; investigates family structure, dynamics, and development; explores major theoretical approaches to family counseling; applies systems perspectives to (a) understand environmental influences on individual and family functioning, development, and mental health issues; and (b) formulate interventions; explores family counseling legal and ethical issues. Examines skills and strategies for systemic collaborating with stakeholders in the community to empower children, youth, and families. Examines approaches to working with couples/marital relationships; and investigates diversity and cultural factors in family counseling.

Equivalent to: COUN 575

COUN 574, CRISIS, SUICIDE, GRIEF, AND THREAT INTERVENTIONS FOR COUNSELORS, 4 Credits

Focuses on interrelated topics in professional counseling: crisis management, suicidality assessment and interventions, grief and loss, and threat assessment and management. Addresses both theory and pragmatics.

Equivalent to: COUN 578

COUN 575, INTRODUCTION TO FAMILY COUNSELING, 3 Credits

Examines the history of family counseling, investigates family structure, dynamics, and development, and explores major theoretical approaches to family counseling. Applies systems perspectives to (a) understand environmental influences on individual and family functioning, development, and mental health issues, and (b) formulate interventions. Explores family counseling legal and ethical issues. Examines skills and strategies for systemic collaborating with stakeholders in the community to empower children, youth, and families. Examines approaches to working with couples/marital relationships and investigates diversity and cultural factors in family counseling.

Equivalent to: COUN 573

COUN 576, DIAGNOSIS AND TREATMENT: APPLIED PSYCHOPATHOLOGY AND PSYCHOPHARMACOLOGY, 4 Credits

Explores the assessment, diagnosis, and treatment of mental disorders as defined by the DSM classification system. Emphasizes principles and practices that relate to child and adult psychopathology, DSM diagnostic criteria, etiology and assessment, systematic treatment planning, interviewing, and short- and long-term interventions. Acquaints counseling students with the fundamentals of psychotropic drugs, the basics of pharmacology, adverse effects, indications, and drug interactions.

Prerequisite: (COUN 541 with C or better or COUN 542 with C or better) and (COUN 551 [C] or COUN 553 [C])

COUN 577, APPLIED PSYCHOPATHOLOGY AND PSYCHODIAGNOSTICS, 3 Credits

Addresses the principles of diagnosis of psychopathology and the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual (DSM). Includes psychiatric terminology, treatment, current research, cross cultural impact, ethical implications, and goal planning related to mental health processes and case management.

Recommended: COUN 541 and COUN 551 and COUN 552.

COUN 578, CRISIS, SUICIDE, GRIEF, AND THREAT INTERVENTIONS FOR COUNSELORS, 3 Credits

Focuses on interrelated topics in professional counseling: crisis management, suicidality assessment and interventions, grief and loss, and threat assessment and management. Addresses both theory and pragmatics.

COUN 579, TRAUMA-INFORMED COUNSELING, 3 Credits

Introduces knowledge and skills related to bolstering wellness and resilience for clients facing chronic stress and trauma. Examines environmental, physiological, and historical factors contributing to trauma and resilience, wellness-based resourcing/grounding strategies, and evidence-based approaches to treating trauma.

Prerequisite: COUN 578 with C or better

COUN 581, SOCIAL JUSTICE, DIVERSITY, AND ADVOCACY IN THE COUNSELING PROFESSION, 3 Credits

Explores the multicultural counseling and social justice competencies that provide the foundation for this course. Focuses on counselor advocacy and considers global perspectives on counseling and diversity. Offers experiential learning activities in self-assessment, evaluation and reflection, and builds counselors’ cross-cultural knowledge, awareness, and skills.

Equivalent to: COUN 583

Recommended: COUN 513 and COUN 514

COUN 582, MULTICULTURAL COUNSELING II, 3 Credits

Further explores multicultural counseling by studying in-depth the experience of specific student populations and their unique strengths and needs. Students will gain understanding of the specialized school programs and state and national regulations that support a variety of learners as well as the theories and research related to language acquisition to support ELL and bilingual students in the PK-12 system. Students will engage in authentic experiences and assignments to enrich their understanding of sub-populations of students and their families to enhance their cultural responsiveness with those specific groups of learners.

Prerequisite: COUN 581 with C or better

COUN 583, SOCIAL JUSTICE, DIVERSITY, AND ADVOCACY IN THE COUNSELING PROFESSION, 4 Credits

Explores the multicultural counseling and social justice competencies that provide the foundation for this course. Focuses on counselor advocacy and considers global perspectives on counseling and diversity. Offers experiential learning activities in self-assessment, evaluation and reflection, and builds counselors’ cross-cultural knowledge, awareness, and skills.

Equivalent to: COUN 581

Recommended: (COUN 511 or COUN 513) and (COUN 512 or COUN 514)

COUN 591, INSTRUCTIONAL STRATEGIES FOR SCHOOL COUNSELORS, 3 Credits

Students will gain understanding in research-based classroom teaching practices including classroom planning and evaluation. Students will refine their educational beliefs of classroom practice and gain insight into the administrative structure of public schools as it relates to the teacher and school counselor.

COUN 592, CLASSROOM INSTRUCTION FOR COUNSELORS, 3 Credits

75 hours of supervised instruction in a public school setting.

Recommended: COUN 591.

COUN 593, INTRODUCTION TO CLINICAL SUPERVISION AND CONSULTATION, 4 Credits

Connects supervision and consultation to clinical mental health counselors’ practice and development. Discusses major models and approaches of supervision and consultation. Compares and contrasts clinical supervision with consultation and investigates processes and procedures of supervision and consultation. Examines ethical, legal, and multicultural considerations in supervision and consultation. Develops supervision and consultation skills.

Prerequisite: COUN 514 with C or better

Available via Ecampus

COUN 594, SCHOOL COUNSELOR CONSULTATION AND SUPERVISION, 4 Credits

Connects consultation and supervision to school counselors’ practice and development and discusses major models and approaches in consultation and school counselor site supervision. Compares and contrasts supervision with consultation and investigates processes and procedures of supervision and consultation. Integrates ethical, legal, and multicultural considerations in consultation and supervision, and develops consultation and supervision skills.

Prerequisite: COUN 514 with C or better

Available via Ecampus

COUN 595, GROUP COUNSELING II, 3 Credits

Group counseling theories and pragmatics for clients with mental and emotional disorders.

COUN 597, INTRODUCTION TO COUNSELOR SUPERVISION, 3 Credits

Introduction to the theory and pragmatics of counselor supervision.

Available via Ecampus

COUN 598, COUNSELOR CONSULTATION, 3 Credits

Development of consultation skills as a supervisor and counselor educator. Consultation theory and practice are studied. Students practice consultation skills and receive feedback.

Available via Ecampus

COUN 599, SPECIAL TOPICS, 1-4 Credits

This course is repeatable for 90 credits.

COUN 601, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

COUN 602, INDEPENDENT STUDY, 1-16 Credits

This course is repeatable for 16 credits.

COUN 603, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

Available via Ecampus

COUN 605, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

COUN 606, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

COUN 607, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

COUN 608, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

COUN 609, PRACTICUM IN COUNSELING, 1-12 Credits

Specialized counseling experiences supervised by a professional. Emphasis is on development of advanced skills in counseling specific to a population.

This course is repeatable for 16 credits.

COUN 610, INTERNSHIP IN COUNSELING, 1-15 Credits

Designed to provide experiences in development of teaching and supervision skills in preparation as a counselor educator and supervisor.

This course is repeatable for 15 credits.

COUN 612, RESEARCH PERSPECTIVES IN EDUCATION, 3 Credits

Research perspectives, how they are influenced by worldviews, and how these worldviews influence research.

Recommended: COUN 562 and completion or concurrent enrollment in an introductory statistics course

COUN 613, RESEARCH ANALYSIS AND INTERPRETATION IN EDUCATION, 3 Credits

Critical analysis of scholarly studies in education from a variety of research perspectives.

Recommended: COUN 612 and completion or concurrent enrollment in an intermediate statistics course

COUN 616, UNIVERSITY LEVEL INSTRUCTIONAL THEORY AND METHODS, 3 Credits

Addresses general university level instructional theory and methods as well as pedagogy specific to counselor education.

COUN 617, ADVANCED COUNSELOR SUPERVISION, 3 Credits

Advanced theory and techniques in counselor supervision. Pedagogical issues in training supervisors are addressed.

COUN 618, PRACTICUM IN COUNSELING, 1-12 Credits

Specialized counseling experiences supervised by a professional. Emphasis is on development of advanced skills in counseling specific to a population.

This course is repeatable for 16 credits.

COUN 619, INTERNSHIP IN COUNSELING, 1-12 Credits

Designed to provide experiences in development of teaching and supervision skills in preparation as a counselor educator and supervisor.

This course is repeatable for 16 credits.

Available via Ecampus

COUN 662, COUNSELOR EDUCATION QUANTITATIVE RESEARCH METHODS I, 3 Credits

Part I of a three-course sequence designed to prepare students to meet the CACREP doctoral standards for quantitative research methods in counselor education. Topics addressed in course I include application of the following in counselor education research: (1) data scales and scale transformation, (2) frequency distributions and histograms, (3) measures of central position, (4) variability, (5) characteristics of data curves, (6) normality, (7) measures of variability, (8) the statistical hypothesis, (9) statistical errors (Type I/Type II), (10) power analysis, and (11) statistical correlation.

Recommended: COUN 562.

COUN 663, COUNSELOR EDUCATION QUANTITATIVE RESEARCH METHODS II, 3 Credits

Part II of a three-part course sequence designed to prepare students to meet the CACREP doctoral standards for quantitative research methods in counselor education. Topics addressed in course II include application of the following in counselor education research: (1) a review of the dependent variable, normal curve, Type I and Type II errors, power analysis, and criteria for selecting statistical tools, (2) significance tests, including Chi-square t-test, one-factor analysis of variance, multiple comparison tests (L.S.D. and Tukey's HSD), two-factor analysis of variance, statistical interaction (ordinal and disordinal), linear regression, factor analysis, and analysis of covariance.

COUN 664, COUNSELOR EDUCATION QUANTITATIVE RESEARCH METHODS III, 3 Credits

Part III of a three-course sequence designed to prepare students to meet the CACREP doctoral standards for quantitative research methods in counselor education. Topics addressed in course III include application of the following in counselor education research: (1) multiple regression, (2) path analysis, (3) confirmatory factor analysis, analysis, (4) logistic regression, (5) reliability and generalizability theory, (6) cluster analysis, (7) structural equation modeling, and (8) single subject designs.

COUN 665, PUBLICATION METHODS IN COUNSELOR EDUCATION, 3 Credits

Teaches doctoral students how to write theses, grant reports, peer-reviewed journal articles, and textbook chapters.

COUN 667, ADVANCED ASSESSMENT IN COUNSELING, 3 Credits

Explores current issues in the use of assessment in counseling, best practices in instrument development, and best practices in assessment pedagogy.

COUN 668, ADVANCED CAREER DEVELOPMENT AND CONSULTATION IN COUNSELING, 3 Credits

An advanced course surveying past, current, and possible future technical and philosophical perspectives concerning career development and counseling. Issues in consultation, social change theory, and advocacy action planning are also reviewed in light of their impact on future counseling practitioners. Pedagogical methods for presenting current issues in career development, consultation, social change theory and advocacy action planning are a major focus of the class.

Recommended: COUN 568 and COUN 598.

Available via Ecampus

COUN 671, ADVANCED GROUP COUNSELING, 3 Credits

Provides learning experiences beyond the entry level in group counseling. Theoretical and pedagogical innovations in this area are discussed.

COUN 681, ADVANCED DIVERSITY AND SOCIAL JUSTICE IN COUNSELOR EDUCATION, 3 Credits

Addresses pedagogy relevant to multicultural, diversity, and social justice issues and the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and issues of equity such as oppression, power and privilege in counselor education.

Recommended: COUN 581

COUN 696, COUNSELOR EDUCATION, 3 Credits

Orientation to the profession of counselor education. Specific topics include: (1) history and organization of the profession, (2) program accreditation standards and practices, (3) instructional theory and methods relevant to counselor education, and (4) ethical and legal considerations in counselor education.

COUN 697, COUNSELOR SUPERVISION, 3 Credits

Practical experience for counseling professionals who have responsibility directing personal and professional development of counselors, promoting counselor competency, and developing and implementing counseling services and programs. Theoretical models of supervision are utilized to develop supervisor roles.

ED 100, +TRANSITIONS, 2 Credits

Supports students beginning their Oregon State journey by introducing them to the university’s mission and goals, sharing the tools and resources it offers its students, and assisting students in developing strategies for their personal and academic success and well-being.

Attributes: CSTR – Core Ed - Transitions

Equivalent to: BA 100, CORE 100, ENGR 110, LA 100, SCI 100

Available via Ecampus

ED 199, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 216, +*PURPOSE, STRUCTURE, AND FUNCTION OF EDUCATION IN A DEMOCRACY, 3 Credits

Explores the historical, social, philosophical, political, legal, and economic foundations of education in Oregon and the United States. Emphasizes the changing role of public education in our democracy and legal and cultural shifts towards including and valuing all voices. Examines contemporary education issues through discussions of evolving educational practices and personal K-12 experiences.

Attributes: CFDP – Core Ed - Difference, Power & Oppression; CPDP – Bacc Core, Perspectives, Difference/Power/Discrimination

Equivalent to: ED 216H

Available via Ecampus

ED 216H, +*PURPOSE, STRUCTURE, AND FUNCTION OF EDUCATION IN A DEMOCRACY, 3 Credits

Explores the historical, social, philosophical, political, legal, and economic foundations of education in Oregon and the United States. Emphasizes the changing role of public education in our democracy and legal and cultural shifts towards including and valuing all voices. Examines contemporary education issues through discussions of evolving educational practices and personal K-12 experiences.

Attributes: CFDP – Core Ed - Difference, Power & Oppression; CPDP – Bacc Core, Perspectives, Difference/Power/Discrimination; HNRS – Honors Course Designator

Equivalent to: ED 216

ED 219, +*SOCIAL JUSTICE,CIVIL RIGHTS & MULTICULTURALISM IN EDUCATION, 3 Credits

Examines equity and injustice based on socially constructed groupings such as race, gender, language, religion, class and ability through history and current times. Explores asset-based approaches and power in systems and institutions of society (e.g., schooling, curriculum, educational policy) and how to actively make change. Emphasizes self-inquiry and contemplation of multiculturalism and personal experiences through a resilience-focused wholeness approach.

Attributes: CFDP – Core Ed - Difference, Power & Oppression; CPDP – Bacc Core, Perspectives, Difference/Power/Discrimination

Equivalent to: ED 219H

Available via Ecampus

ED 219H, +*SOCIAL JUSTICE,CIVIL RIGHTS & MULTICULTURALISM IN EDUCATION, 3 Credits

Examines equity and injustice based on socially constructed groupings such as race, gender, language, religion, class and ability through history and current times. Explores asset-based approaches and power in systems and institutions of society (e.g., schooling, curriculum, educational policy) and how to actively make change. Emphasizes self-inquiry and contemplation of multiculturalism and personal experiences through a resilience-focused wholeness approach.

Attributes: CFDP – Core Ed - Difference, Power & Oppression; CPDP – Bacc Core, Perspectives, Difference/Power/Discrimination; HNRS – Honors Course Designator

Equivalent to: ED 219

ED 225, TRAUMA-INFORMED CARE IN EDUCATION I, 3 Credits

Addresses the need for trauma-informed care principles in the field of K-12 education and beyond. Understands how trauma affects brain function in youth. Creates a safe and inviting classroom climate to support trauma-informed care. Emphasizes trauma-informed care strategies for all students regardless of whether or not they have experienced a history of traumatic experiences.

ED 253, +LEARNING ACROSS THE LIFESPAN, 3 Credits

Analyzes quantitative and qualitative methods used to inform knowledge of and decisions about teaching and learning. Encourages students to characterize their role within institutions of learning across life from birth to old age in formal and informal settings. Describes leading theories and current research to explain human learning across the lifespan.

Attributes: CFSS – Core Ed - Social Science

Available via Ecampus

ED 299, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 300, +TRANSITIONS, 2 Credits

Supports transfer students’ transition to Oregon State by introducing them to the university’s mission and goals, sharing the tools and resources it offers its students, and assisting students in developing strategies for their personal and academic success and well-being.

Attributes: CSTR – Core Ed - Transitions

Equivalent to: BA 300, CORE 300, ENGR 310, LA 300, SCI 300

Available via Ecampus

ED 308, APPLIED METHODS INTERNSHIP, 1-18 Credits

Demonstrate expertise in teaching methodologies aligned to the content areas of science, social studies, math, wellness, language arts, or fine arts. Develop, teach, and reflect on lessons and participate in classroom and school-wide activities.

This course is repeatable for 18 credits.

ED 309, FIELD PRACTICUM, 1-18 Credits

Demonstrates professional dispositions while collaborating with mentor teachers and school staff in the classroom and district-wide activities. Identifies ways that teachers develop respect and rapport with their students and establish a positive, low-risk, culturally responsive learning environment. Reflects on personal biases to deepen understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences. Analyzes current laws, regulations, and mandates of teachers in Oregon.

This course is repeatable for 18 credits.

Available via Ecampus

ED 310, INTERNSHIP/WORK EXPERIENCE, 1-18 Credits

Compares and contrasts theories and ideas to practice. Models standards of professional ethics in a K-12 classroom. Analyzes engagement in the classroom with a lens to equity.

This course is repeatable for 18 credits.

Available via Ecampus

ED 325, TRAUMA-INFORMED CARE IN EDUCATION II, 3 Credits

Delves into practical applications of trauma-informed care including examining proactive behavior management plan models, de-escalation strategies, and resiliency-based practices for use with students in grades K-12 and beyond.

Prerequisite: ED 225 with C or better

ED 340, ^SUPPORTIVE DIFFERENTIATED ENVIRONMENTS, 3 Credits

Addresses special abilities and needs of learners and helps prepare teachers to develop strategies and instructional practices for diverse learners and students with exceptionalities in a supportive and inclusive classroom.

Attributes: CSWC – Core Ed - Writing Intensive Curriculum (WIC); CWIC – Bacc Core, Skills, Writing Intensive Curriculum (WIC)

Available via Ecampus

ED 350, +LITERATURE FROM MARGINALIZED COMMUNITIES: CLASSROOM DISCUSSION METHODS, 3 Credits

Utilizes student-to-student discussions on literature about minoritized youth, young adults, and adults to deliberate on practices for integrating perspectives from those with minoritized experiences into the K-12 curriculum. Demonstrates strategies and activities to give all students a voice in the classroom through small group participation on readings from experiences and perspectives of minoritized individuals.

Attributes: CSDP – Core Ed - Advanced Difference, Power & Oppression

Prerequisite: ED 216 with C or better or ED 216H with C or better or ED 219 with C or better or ED 219H with C or better

ED 360, INTRO TO EDUCATIONAL PLANNING, 3 Credits

Introduces students to the effective teaching cycle and explores research on how students learn. Explores learning theory and the relationship between teaching and learning as a foundation for educational planning. Investigates standards, creates learning objectives, considers outcomes, and plans lessons that meet diverse student needs while incorporating learning research and curriculum resources.

Equivalent to: ED 450

Recommended: Analytical, critical thinking, and evaluation skills

Available via Ecampus

ED 394, DIFFERENTIATION IN THE ELEMENTARY CLASSROOM, 2 Credits

The role of culture, language, and group identification in learning will be examined and applied to the consideration of differentiated instructional strategies in grades K-5. Students will learn strategies teachers use to help differentiate instruction to meet the diverse needs of students in the elementary classroom.

ED 399, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 401, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

ED 402, INDEPENDENT STUDY, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 403, THESIS, 1-16 Credits

This course is repeatable for 16 credits.

ED 405, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

ED 406, PROJECTS, 1-3 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 407, SEMINAR, 1-16 Credits

Equivalent to: ED 407H

This course is repeatable for 16 credits.

Available via Ecampus

ED 407H, SEMINAR, 1-16 Credits

Attributes: HNRS – Honors Course Designator

Equivalent to: ED 407

This course is repeatable for 16 credits.

ED 408, WORKSHOP, 1-3 Credits

This course is repeatable for 16 credits.

ED 409, PRACTICUM/CLINICAL EXPERIENCE, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 410, INTERNSHIP/WORK EXPERIENCE, 1-18 Credits

This course is repeatable for 18 credits.

Available via Ecampus

ED 411, APPLIED EDUCATIONAL PSYCHOLOGY IN K-12 SCHOOLS, 3 Credits

Provides students with an opportunity to advance their knowledge and understanding of the theories and principles of psychology as applied to teaching and learning. Examines psychological factors that focus on and influence instruction, classroom management, and assessment. Applies theories and concepts related to development, student differences and diversity, learning and thinking, and motivation to real-world classrooms.

Recommended: ED 253

Available via Ecampus

ED 412, LEARNING STYLES AND NEEDS IN ADOLESCENCE, 2 Credits

Exploration of the particular learning styles and needs of the adolescent, major and emerging learning theories, individual learning styles including one's own learning styles, self-reflection on implications of how learning occurs, and the impact of these issues on the development and delivery of instruction.

ED 413, LEARNING ENVIRONMENTS I: FOSTERING CLASS ENGAGEMENT, 3 Credits

Creating a positive culture in the classroom, managing student behavior, and engaging students in critical learning discourse are challenges faced by all educators. Students will learn to develop the components of a productive and safe learning environment.

ED 414, LEARNING ENVIRONMENTS II: ADVANCING EVERY STUDENT, 2 Credits

Students will expand their knowledge about constructing a positive K-12 classroom environment to a productive learning environment accommodated to fit the needs of a diversified student population.

Prerequisite: ED 413 with D- or better

ED 415, STUDENT TEACHING INTERNSHIP, 3 Credits

Demonstrates professional behavior and applies collaboration skills to work with others to create a positive welcoming classroom environment. Identifies learners' needs while considering instructional planning and reflects on learning and feedback to improve teaching. Demonstrates progress from introductory and observation to proficiency.

Prerequisite: ED 309 with C or better

This course is repeatable for 18 credits.

ED 416, PART-TIME STUDENT TEACHING, 4 Credits

Applies a variety of self-assessment and problem-solving strategies to analyze and reflect on their teaching practice. Plans for adaptations/adjustments based on the learners needs. Accesses resources and demonstrates how to collaborate with others. Reflects on personal identity, worldview, and learners needs. Applies feedback from the cooperating teacher and university supervisor during their internship to improve teaching practice.

Prerequisite: ED 415 with C or better

ED 420, CLASSROOM MANAGEMENT, 3 Credits

Build knowledge and learn techniques for cultivating a positive learning environment and for managing classrooms. Learn through examining the literature and observing relevant learning environments and classrooms. Explore factors that influence student behavior, including those associated with social and/or multicultural student populations.

Available via Ecampus

ED 423, ESOL INTERNSHIP, 3 Credits

Builds and appraises the growth and development of teacher candidates as educators in a structured field experience with emergent bilinguals. Expands and enhances students’ knowledge base, skill level, and professional identity via guided practice in a school setting with emergent bilinguals.

Prerequisite: ED 479 with C or better and ED 476 [C] and ED 473 [C]

Available via Ecampus

ED 424, +TEACHER AS REFLECTIVE PRACTITIONER, 3 Credits

Guides teachers to make complex judgments based upon their knowledge and understanding of their students, the curriculum, and larger social and cultural issues through reflective practice. Emphasizes problem solving related to teaching with a strong focus on generating new knowledge about teaching, learning, and assessment.

Attributes: CSC1 – Core Ed - Beyond OSU Career Preparation; CSC2 – Core Ed - Beyond OSU Career Engagement

Prerequisite: ED 416 with C or better and (CORE 100 [D-] or CORE 300 [D-] or BA 100 [D-] or BA 300 [D-] or ENGR 110 [D-] or ENGR 310 [D-] or LA 100 [D-] or LA 300 [D-] or SCI 100 [D-] or SCI 300 [D-])

ED 425, CURRICULUM DESIGN AND INSTRUCTIONAL METHODS, 3 Credits

Explore innovative approaches to secondary instruction through the lens of research-based strategies. Engage in the development of effective instructional practices that enhance student learning and promote critical thinking in alignment with the current state and national standards. Incorporate technology, use formative assessments, and apply culturally responsive teaching methods to effectively support diverse learners. Collaborate to build a professional network, recognize the importance of cultural competence in education, and refine communication skills to foster meaningful interactions with students, parents, and peers

Recommended: Analytical, collaboration, and evaluation skills

ED 426, DUAL LANGUAGE INTERNSHIP, 3 Credits

Builds and appraises the growth and development of Dual Language (DL) teacher candidates as educators in a structured DL field experience with emergent bilinguals. Expands and enhances students’ knowledge base, skill level, and professional identity via guided practice in a school setting with emergent bilinguals.

Available via Ecampus

ED 427, ASSESSMENT FOR K-12 INSTRUCTION, 3 Credits

Develop a variety of assessment strategies for K-12 education that will enhance their understanding of the role of assessment in learning and curriculum design. Analyze assessment data to inform instructional practices and support diverse learners. Explore the use of AI and other assessment tools in data analysis, feedback, and engage in self-assessment and goal setting aligned to assessment. Create a communication plan that accommodates the needs of parents, teaching teams and learners.

Available via Ecampus

ED 430, INSTRUCTIONAL DESIGN FOR K-12 FORMAL AND INFORMAL EDUCATION, 3 Credits

Prepares for teaching K-12 learners in traditional classroom settings as well as informal learning environments such as nature centers, after school care, and summer camps. Builds knowledge and skills in curriculum design, instructional strategies, and assessment.

Recommended: ED 253

Available via Ecampus

ED 432, SOCIAL STUDIES METHODS IN K-12 CLASSROOMS, 3 Credits

Supports teacher knowledge development in social studies instructional practice and curriculum planning for elementary and secondary school teaching. Focuses on curriculum strategies, contemporary standards, competencies in social studies instructional methods, and teaching that provides opportunities for diverse learners to develop and apply facts, concepts, interpretations, skills, and analysis to build and support arguments, as well as beliefs, skills, and dispositions aligned with inclusive democratic discourse and civic participation. Uses signature pedagogies including student-centered discussion, inquiry and problem-based learning, civic engagement, historical thinking, critical reading, and integration of technology and media for instruction and assessment.

ED 433, LITERACY METHODS 1: READING IN THE ELEMENTARY CLASSROOM, 3 Credits

Introduces reading instruction with an emphasis on oral language, phonemic awareness, phonics, alphabetic principle & fluency. Explores the relationship between historical approaches to reading instruction and present-day, research-based pedagogies.

ED 434, LITERACY METHODS 2: LANGUAGE COMPREHENSION AND LITERACY IN THE ELEMENTARY CLASSROOM, 3 Credits

Focuses on the connection between language comprehension and successful literacy skills, including teaching vocabulary routines, capitalizing on background knowledge, and promoting culturally and linguistically sustaining practices.

Prerequisite: ED 433 with C or better

ED 435, LITERACY METHODS 3: WRITING IN THE K-12 CLASSROOM, 3 Credits

Introduces writing process, specific writing domains, and writing development pedagogies. Addresses the need for instruction which is responsive to a variety of reading and writing difficulties.

ED 436, MATH METHODS 1: TEACHING MATHEMATICS IN K-12 CLASSROOMS, 3 Credits

Explores the teaching of mathematics in K-12 classrooms in a manner consistent with state and national standards. Focuses on teaching strategies that incorporate the development of mathematical models and mental constructs.

Recommended: MTH 211 and MTH 212 and MTH 390 for students seeking Elementary licensure

ED 438, SCIENCE METHODS I IN K-12 CLASSROOMS, 3 Credits

Provides students with instruction in inquiry and investigative practices for the teaching and learning of science grounded in the three-dimensional learning model of the Next Generation Science Standards. Develops equity-oriented teaching strategies that center language development, cultural and community connections and cumulative knowledge building using natural science phenomena and engineering design.

ED 440, EMBRACING OPPORTUNITY: ADOLESCENT BRAIN DEVELOPMENT AND INSTRUCTION, 3 Credits

Examines research from psychology, human development, and neuroscience to provide a holistic understanding of adolescents and learning the impact of these issues on the development of instruction. Investigates the influence of family, neighborhood, peer, and school contexts on brain development; identity formation; and the challenges and opportunities of adolescence. Discusses psychological and behavioral problems that may occur during adolescence including but not limited to substance abuse, crime, depression, and eating disorders.

Recommended: Collaboration, critical thinking, and synthesis skills

Available via Ecampus

ED 448, TEACHING IN INCLUSIVE CLASSROOMS, 2 Credits

Explores the broad range of needs that are represented in today’s classrooms. Addresses various types and characteristics of learners as well as ways to collaborate with specialists and families in the delivery of federally-mandated support services for students with (dis)abilities. Discusses strategies and promising practices to enhance the learning of diverse students in the inclusive classroom.

Available via Ecampus

ED 450, FOUNDATIONS OF EDUCATION AND PLANNING, 4 Credits

The first of three courses examining the iterative cycle of curriculum planning, instruction and assessment. An introduction to learning theory and the relationship between teaching and learning provide the foundation. An overview of the complete teaching cycle leads to a focus on curriculum planning based on state standards.

Equivalent to: ED 360

ED 451, ^ASSESSMENT, 4 Credits

Assessment for and of learning and its importance to student engagement and advancement. Formal and informal writing derived from multiple revisions will result in documents intended for different audiences including parents, school administrators, and national assessment prompts citing research-based practices.

Attributes: CSWC – Core Ed - Writing Intensive Curriculum (WIC); CWIC – Bacc Core, Skills, Writing Intensive Curriculum (WIC)

Prerequisite: ED 450 with C or better

ED 452, USING DATA TO SUPPORT ALL STUDENTS, 3 Credits

Teacher candidates will gather and analyze student data to inform instructional practice devoted to enhancing student learning; develop data literacy skills; differentiate instruction for targeted groups and individualized student learners while continuing to foster higher-order thinking and communication skills in the whole class: analyze patterns and gaps in individualized student learning; apply differentiated instruction and assessment strategies to support student growth; engage learners in goal setting; and identify teaching and assessment strategies to work with students with exceptional needs.

Prerequisite: ED 451 with C or better

ED 453, COLLABORATION IN SPECIAL EDUCATION, 3 Credits

Provides the knowledge and skills necessary to work effectively as part of a multidisciplinary team to enhance educational outcomes for students with disabilities. Focuses on communication and collaboration skills for working with teachers and other professionals, paraeducators, parents, and community agencies.

Available via Ecampus

ED 454, SUPPORTING STUDENTS ON THE AUTISM SPECTRUM IN K-12 SETTINGS, 3 Credits

Provides an overview of autism, emphasizing a strength-based approach to educational success. Identifies evidence-based best practices for supporting students on the autism spectrum in K-12 settings. Explores the role of families in planning and implementing assessments and school-based supports in consideration of their cultural values and beliefs.

ED 455, +DISABILITY AT THE INTERSECTIONS: EDUCATIONAL SYSTEMS & MARGINALIZED IDENTITIES, 3 Credits

Considers a broad definition of diversity identities (identities of origin, identities of experiences, identities of different ways of thinking, etc), how they interact in educational systems and contexts, and ways to increase access, equity, and inclusion in all kinds of educational environments. Examines disability within a diversity and intersectionality context in K-12 schools. Analyzes how diversity and intersectionality inform the educational experience of individuals with and without disabilities to include race, gender, sexual orientation, socioeconomic status, and home/ language and culture. Assesses how cultural competency and intersectionality awareness on the part of educators enhance the school success of all students. Students explore how they are situated within these systems and consider their own positionality in relation to systems of oppression within the field of education.

Attributes: CSDP – Core Ed - Advanced Difference, Power & Oppression

Recommended: Completion of a Difference, Power, and Oppression Foundations course

ED 456, STRATEGIES FOR TEACHING LANGUAGE ARTS AND SOCIAL STUDIES, 3 Credits

Exploration of language arts and social studies programs (e.g., children's literature, writing, special needs, spelling, and cultural factors). Development of research-based teaching strategies and assessment. Focuses on the development of inquiry approaches that reflect interdisciplinary curriculum as well as subject-specific pedagogy in the teaching of both social studies and language arts.

Recommended: ED 216 and ED 219 and ED 253

ED 457, TEACHING ELEMENTARY MATHEMATICS FOR UNDERSTANDING, 3 Credits

Explores the teaching of mathematics in K-8 classrooms in a manner consistent with state and national standards. Students learn teaching strategies that incorporate the development of mathematical models and mental constructs.

Recommended: MTH 211 and MTH 212 and MTH 390

ED 458, METHODS FOR TEACHING HEALTH, WELLNESS, AND FINE ARTS, 3 Credits

Explores recent trends and research-based practices in the teaching of health, wellness, and fine arts. Includes strategies, assessments, special needs, integrating curriculum through developmentally appropriate practices, content standards, and the value of developing holistic learners through an effective health, wellness, and fine arts program.

Recommended: ED 216 and ED 219 and ED 253

Available via Ecampus

ED 459, STRATEGIES FOR TEACHING HUMANITIES, 3 Credits

Examines theory, pedagogy, and integration of language arts and social science in multiple-subject classrooms to develop appropriate daily lessons and unit plans in a manner consistent with current research and standards. Focuses on inquiry approaches that reflect interdisciplinary curriculum as well as subject specific pedagogy in the teaching of both social science and language arts.

ED 462, MATH METHODS 2: TEACHING IN THE ELEMENTARY CLASSROOM, 3 Credits

Applies the teaching of early childhood/elementary school mathematics with emphasis on problem-solving, connections, representation, communication, reasoning, and proof. Emphasizes research-based, developmentally appropriate, and culturally relevant practices in lessons. Includes the Beaver Assessment Portfolio – Mathematics Planning portion.

Equivalent to: ED 466

Recommended: ED 436

ED 463, STRATEGIES FOR TEACHING PHYSICAL EDUCATION HEALTH & WELLNESS, 1 Credit

Exploration of recent trends and research-based practices in the teaching of physical education, health, and wellness in elementary school. Includes instructional strategies for developing holistic learners though an effective wellness program.

ED 465, ELEMENTARY METHODS: LITERACY, 2-4 Credits

Understanding the theoretical and developmental foundations for literacy programs K-5; targeted reading, writing, listening, vocabulary, and speaking skill needs assessments; organizational strategies for teaching literacy; understanding dyslexia and how to differentiate instruction for students with dyslexia; and the integration of cultural diversity and social justice into literacy learning.

This course is repeatable for 4 credits.

ED 466, ELEMENTARY METHODS II: MATHEMATICS, 4 Credits

Exploration of the teaching of early childhood/elementary school mathematics with emphases on problem solving, connections, representation, communication, reasoning and proof. Course will incorporate the development of mathematical models and mental constructs. Research-based, developmentally appropriate and culturally relevant practices will be incorporated into lessons.

Equivalent to: ED 462

ED 467, ELEMENTARY METHODS III: NATURAL AND SOCIAL SCIENCE, 4 Credits

Inquiry approaches to the teaching and learning of the natural and social sciences are used to explore the structure of the disciplines and support the creation of instructional units that develop disciplinary knowledge and practices/skills while highlighting cross-cutting themes. Scientific literacy and civic competence are emphasized.

ED 468, ELEMENTARY METHODS IV: LANGUAGE ARTS, 4 Credits

Development of pedagogy in teaching of reading to elementary-aged students, including the teaching of vocabulary, comprehension, phonics, fluency and motivation to read. Use of children's literature, assessment approaches, and special needs students are also addressed. Gain a deeper level of understanding in how to differentiate the teaching of reading at grades K-5, how to run a Writers’ Workshop, and how to integrate literacy into other content areas.

Prerequisite: ED 465 with C or better

ED 469, STRATEGIES FOR TEACHING THE FINE ARTS, 1 Credit

Exploration of recent trends and research-based practices in the teaching of performing arts (dance, music, theater) and the visual arts in elementary school. Includes instructional strategies for developing holistic learners though an effective fine arts program.

ED 470, BILITERACY INSTRUCTION, 3 Credits

Explores literacy development in Spanish and English. Examines differences in literacy development across the two languages, as well as pedagogical approaches that leverage students' home language and literacy practices. Explores equity and bias in classroom language practices. Taught bilingually in Spanish and English.

Prerequisite: ED 472 (may be taken concurrently) with C or better

Available via Ecampus

ED 471, MULTILINGUAL LINGUISTICS, 3 Credits

Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on academic language development and teaching implications for emergent bilingual students in Spanish-English K-12 dual language programs. Taught bilingually in Spanish and English.

Prerequisite: ED 472 (may be taken concurrently) with C or better

Available via Ecampus

ED 472, FOUNDATIONS OF ESOL EDUCATION, 3 Credits

Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction.

Available via Ecampus

ED 473, INSTRUCTIONAL APPROACHES FOR ESOL EDUCATION, 3 Credits

Examines characteristics of standards-based content-area instruction for emergent bilinguals. Includes integration of content and language development, classroom-based assessment, and use of technology to support student learning.

Prerequisite: ED 472 with C or better

ED 474, PROJECT-BASED MATHEMATICS, 3 Credits

Building on the foundational concepts covered in ED 457 and ED 466/ED 566, students will plan and apply project-based lessons. Students will transfer knowledge and skills of mathematics to real world problems and will learn to teach with a project-based approach.

ED 475, INTEGRATED STEM, 3 Credits

Students will continue to develop their pedagogical content knowledge in science, technology, engineering, mathematics, and integrated STEM. Students will develop a deeper understanding of the crosscutting concepts common to all science endeavors and will learn how to use these concepts to bridge across science or STEM curriculum units. Students will also examine and develop expertise in using science and engineering practices to lead students in authentic inquiry. Integrating crosscutting concepts, science and engineering practices, and disciplinary core ideas, students will learn and practice the development of curriculum and instruction utilizing the engineering design process.

ED 476, PARTNERSHIPS AND IDEOLOGIES IN ESOL EDUCATION, 3 Credits

Considers social and political issues pertaining to educating English language learners. Focuses on exploring multiple ideologies in ESOL and building partnerships across schools, families, and communities.

Prerequisite: ED 472 with C or better

Available via Ecampus

ED 477, DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS, 3 Credits

Building on the foundational concepts covered in HDFS 431, this course goes into greater depth on how to provide students with a range of exceptionalities with education in the least restrictive environment. Teacher candidates will explore differentiated instruction techniques for students with special needs that can be used in both the regular education and pull out Special Education resource classrooms.

ED 478, SPECIAL EDUCATION LAW RIGHTS AND REGULATIONS, 3 Credits

In-depth review of special education law and regulations that protect and provide educational rights for students with disabilities. Teacher candidates will leave the class understanding both the historical and current legal rights of students receiving special education and how to best meet those rights in both the regular and special education resource classrooms.

Available via Ecampus

ED 479, LINGUISTICS FOR TEACHERS, 3 Credits

Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on teaching implications--from psycholinguistic, sociolinguistic, and critical perspectives--for emergent bilingual students in P-12 contexts.

Prerequisite: ED 472 with C or better

Available via Ecampus

ED 481, READING AND WRITING FOR SECONDARY LEARNERS IN CONTEXT, 3 Credits

Enhance and reinforce the authentic reading and writing embedded within occupationally relevant materials to prepare Career and Technical Education teachers for licensure.

ED 482, STRATEGIES FOR DEVELOPING LITERACY, 3 Credits

Explores approaches to the teaching of reading in multiple-subjects classrooms in a manner consistent with current research and standards. Introduces pedagogical techniques and assessment to teaching vocabulary, comprehension, phonics, and fluency. Addresses strategies related to motivation to read, dyslexia, integration of cultural diversity and social justice and the needs of diverse learners in literacy development.

ED 483, DEVELOPMENTAL READING, 3 Credits

Development of pedagogy in teaching of reading to elementary-aged students, including teaching of vocabulary, comprehension, phonics, fluency and motivation to read. Use of children's literature, assessment approaches, and special needs students are also addressed.

ED 492, TECHNOLOGY TOOLS FOR TEACHING, 1 Credit

Develops technology skills needed to be successful as a classroom teacher. Explores how digital tools can be used in instruction, assessment, communication, and collaboration in educational settings to bring vibrant energy into student learning and engagement. Covers responsible digital citizenship, responsible use and ethics of technology in the classroom.

ED 493, READING, LITERATURE, AND LANGUAGE DEVELOPMENT IN THE CONTENT, 2 Credits

Examination of reading, literature, and language development methods that can be used by middle school and high school teachers to support students' learning of content area information. Development of specific reading strategies in content areas.

ED 494, CONTENT STANDARDS AND CURRICULUM DEVELOPMENT FOR HIGH SCHOOL, 3 Credits

Exploration of content standards, materials and methods appropriate for high school students. Develops skills in work sample methodology through the design of effective instruction, integrating a variety of methods with existing understandings of content area, how people learn, and the diverse communities in which they work.

ED 496, TECHNOLOGY FOR EDUCATORS, 3 Credits

Explore the integration of current and emerging technologies into K-12 content areas by engaging learners in real world issues and learning in a social context. Integrate technologies that promote critical thinking, communication, collaboration, and creativity. Discuss technologies in terms of cultural linguistic diversity. Gain transferable skills.

Recommended: Basic computer literacy.

Available via Ecampus

ED 499, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 501, RESEARCH, 1-16 Credits

Equivalent to: AHE 501

This course is repeatable for 16 credits.

ED 502, INDEPENDENT STUDY, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 503, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

ED 505, READING & CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

ED 506, PROJECTS, 1-3 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 507, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

ED 508, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

ED 509, PRACTICUM, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 510, INTERNSHIP, 1-18 Credits

This course is repeatable for 40 credits.

Available via Ecampus

ED 513, LEARNING ENVIRONMENTS I: FOSTERING CLASS ENGAGEMENT, 3 Credits

Creating a positive culture in the classroom, managing student behavior, and engaging students in critical learning discourse are challenges faced by all educators. Students will learn to develop the components of a productive and safe learning environment.

ED 514, LEARNING ENVIRONMENTS II: ADVANCING EVERY STUDENT, 2 Credits

Students will expand their knowledge about constructing a positive K-12 classroom environment to a productive learning environment accommodated to fit the needs of a diversified student population.

Prerequisite: ED 513 with C or better

ED 515, LEARNING ENVIRONMENTS III: CULTURES AND COMMUNITIES, 2 Credits

The third in a series of courses to assist the Teacher candidate in developing a classroom culture of learning that challenges every student to succeed and thrive. Teacher candidates will understand the important role that culture and community play in the teaching and learning process, and develop culturally responsive teaching practices.

Prerequisite: ED 513 with C or better and ED 514 [C]

ED 518, PROFESSIONAL PRACTICE IN THE TEACHING COMMUNITY, 2 Credits

The professional themes of communication, collaboration, reflection, knowledge of learners, professional ethics, social justice and cultural understanding will be explored and applied to teaching contexts, behaviors, dispositions, and actions.

ED 519, CAPSTONE: TEACHING AS A PROFESSION, 3 Credits

Capstone course for the MAT in which teacher candidates further develop their educational philosophy and analyze their professional growth in alignment with national standards.

ED 520, CLASSROOM MANAGEMENT, 3 Credits

Build knowledge and learn techniques for cultivating a positive learning environment and for managing classrooms. Learn through examining the literature and observing relevant learning environments and classrooms. Explore factors that influence student behavior, including those associated with social and/or multicultural student populations.

Available via Ecampus

ED 521, FUNDS OF KNOWLEDGE IN EDUCATION, 3 Credits

Introduces models of culturally sustaining education and develops cultural competence by using a funds of knowledge approach. Combines fieldwork and ethnographic research methods with readings and class discussion to help teachers promote their own cultural competence relative to the students they serve. Explores teachers’ own funds of knowledge as well as their students' through exploring their community and developing activities centered on learners' own connections, resources, and cultural wealth.

Available via Ecampus

ED 522, RACIAL AND CULTURAL HARMONY IN THE K-12 CLASSROOM, 3 Credits

An overview of many issues relevant to the increasingly diverse student population in public schools today. It explores how a culturally competent perspective can be incorporated into curriculum design, teaching strategies, and interactions with students and parents. The course is both self-directed and communal, requiring students to respond to the materials and each other, yet at their own pace.

Available via Ecampus

ED 523, ESOL INTERNSHIP, 3 Credits

Builds and appraises the growth and development of teacher candidates as educators in a structured field experience with emergent bilinguals. Expands and enhances students’ knowledge base, skill level, and professional identity via guided practice in a school setting with emergent bilinguals.

Prerequisite: ED 579 with C or better and ED 576 [C] and ED 573 [C]

Available via Ecampus

ED 524, TEACHER AS REFLECTIVE PRACTITIONER, 2-3 Credits

Designed to help teachers make complex judgements based upon their knowledge and understanding of their students, the curriculum, and larger social and cultural issues through reflective practice. Problem solving related to teaching with strong focus on generating new knowledge about teaching, learning, and assessment.

ED 526, DUAL LANGUAGE INTERNSHIP, 3 Credits

Builds and appraises the growth and development of Dual Language (DL) teacher candidates as educators in a structured DL field experience with emergent bilinguals. Expands and enhances students’ knowledge base, skill level, and professional identity via guided practice in a school setting with emergent bilinguals.

Available via Ecampus

ED 528, ASSESSMENT FOR LEARNING, 3 Credits

Applies the formative learning cycle to through development of an assessment plan. Examines various formative assessment practices that promote higher order thinking and empower students to show evidence of their learning through self-assessment and feedback.

Available via Ecampus

ED 531, SCIENCE METHODS I: INQUIRY AND THE NATURE OF SCIENCE, 4 Credits

Introduction to (1) fundamentals of science teaching including the nature of science and inquiry, (2) designing instructional sequences and selecting curriculum resources aligned to state science standards and research-based learning progressions, (3) effective teaching moves, (4) supporting acquisition of academic language, and (5) productive and safe science learning environments.

ED 532, SCIENCE METHODS II: SUPPORTING STUDENTS' CONCEPTUAL CHANGE, 4 Credits

Development of skill in identifying and addressing misconceptions or naive conceptions as part of the individualized conceptual change process. Integration of technology tools for instruction and assessment. Development of high-leverage science teaching practices with a focus on enhancing classroom discourse and evidence-based argumentation with a survey of science curriculum models.

Prerequisite: ED 531 with C or better

ED 533, SCIENCE METHODS III: SCIENCE FOR ALL LEARNERS, 4 Credits

Teaching science as a community of practice means addressing the needs of all learners, particularly those underrepresented in science. Uses technology to enhance high-leverage teaching practices and practices safe and effective laboratory teaching methods. Explores contextualized and interdisciplinary approaches to science education.

Prerequisite: ED 531 with C or better and ED 532 [C]

ED 537, MATHEMATICAL METHODS I: FOUNDATIONS OF NUMERICAL THOUGHT, 4 Credits

Introduces the fundamentals of mathematics teaching including the nature and goals of mathematical thinking, numeracy, inquiry, and related academic language of mathematics. Introduces the high high-leverage practices of ambitious mathematics teaching, designing instructional sequences and selecting curriculum resources aligned to state science standards and research-based learning progressions.

ED 538, MATHEMATICS METHODS II: CYCLES OF ENACTMENT, 4 Credits

Teacher candidates create instructional units based on student knowledge and skill while attending to needed accommodations. Designed to help the teacher candidate select or modify instructional materials based on student prior knowledge, experience, and interests; make accommodations for students; and provide for multiple representations across a unit of instruction.

Prerequisite: ED 537 with C or better

ED 539, MATHEMATICAL METHODS III: MATHEMATICS FOR EVERY LEARNER, 4 Credits

Teacher candidates will develop practices that support all students, regardless of background or ability. The teacher candidate will design a unit of instruction with complex learning goals that are cross- and multi-disciplinary, draw on multiple perspectives, and invoke higher order thinking and communication skills.

Prerequisite: ED 537 with C or better and ED 538 [C]

ED 540, EMBRACING OPPORTUNITY: ADOLESCENT BRAIN DEVELOPMENT AND INSTRUCTION, 3 Credits

Examines research from psychology, human development, and neuroscience to provide a holistic understanding of adolescents and learning the impact of these issues on the development of instruction. Investigates the influence of family, neighborhood, peer, and school contexts on brain development; identity formation; and the challenges and opportunities of adolescence. Discusses psychological and behavioral problems that may occur during adolescence including but not limited to substance abuse, crime, depression, and eating disorders.

Available via Ecampus

ED 548, TEACHING INCLUSIVE CLASSROOMS, 2 Credits

Explores the broad range of needs that are represented in today’s classrooms. Addresses various types and characteristics of learners as well as ways to collaborate with specialists and families in the delivery of federally-mandated support services for students with (dis)abilities. Discusses strategies and promising practices to enhance the learning of diverse students in the inclusive classroom.

Available via Ecampus

ED 550, THE EFFECTIVE TEACHING CYCLE I: FOUNDATIONS AND PLANNING, 4 Credits

The first of three courses examining the iterative cycle of curriculum planning, instruction, and assessment. An introduction to learning theory and the relationship between teaching and learning provides the foundation. An overview of the complete teaching cycle leads to a focus on curriculum planning based on state standards.

ED 551, THE EFFECTIVE TEACHING CYCLE II: ASSESSMENT, 4 Credits

The second of three courses examining the iterative cycle of curriculum planning, instruction, and assessment. Learning in this class will concentrate on assessment for and of learning and its importance to student engagement and advancement.

Prerequisite: ED 550 with C or better

ED 553, COLLABORATION IN SPECIAL EDUCATION, 3 Credits

Provides the knowledge and skills necessary to work effectively as part of a multidisciplinary team to enhance educational outcomes for students with disabilities. Focuses on communication and collaboration skills for working with teachers and other professionals, paraeducators, parents, and community agencies.

Available via Ecampus

ED 554, SUPPORTING STUDENTS ON THE AUTISM SPECTRUM IN K-12 SETTINGS, 3 Credits

Provides an overview of autism, emphasizing a strength-based approach to educational success. Identifies evidence-based best practices for supporting students on the autism spectrum in K-12 settings. Explores the role of families in planning and implementing assessments and school-based supports in consideration of their cultural values and beliefs.

ED 555, DISABILITY AT THE INTERSECTIONS: EDUCATIONAL SYSTEMS & MARGINALIZED IDENTITIES, 3 Credits

Considers a broad definition of diversity identities (identities of origin, identities of experiences, identities of different ways of thinking, etc), how they interact in educational systems and contexts, and ways to increase access, equity, and inclusion in all kinds of educational environments. Examines disability within a diversity and intersectionality context in K-12 schools. Analyzes how diversity and intersectionality inform the educational experience of individuals with and without disabilities to include race, gender, sexual orientation, socioeconomic status, and home/ language and culture. Assesses how cultural competency and intersectionality awareness on the part of educators enhance the school success of all students. Students explore how they are situated within these systems and consider their own positionality in relation to systems of oppression within the field of education.

ED 556, BEHAVIORAL SUPPORTS IN SPECIAL EDUCATION, 3 Credits

Integrates functional assessment-based planning, classroom management techniques, and principles of applied behavior analysis to address the needs of students with behavioral challenges. Explores strategies based on trauma-informed practices and collaborative and proactive solutions Examines literature and practice in implementing schoolwide systems of positive behavior support for K-12 students, with a focus on creating safe, supportive, and responsive educational environments.

Recommended: ED 420 or ED 520

ED 557, SPECIAL EDUCATION LITERACY, 3 Credits

Provides teachers with practical strategies for designing effective reading interventions and promoting literacy development, with a focus on special education and Multi-Tiered Systems of Supports (MTSS). Critically examines evidence-based practices related to assessing, planning, implementing, and evaluating reading interventions for diverse learners and struggling readers.

ED 558, METHODS FOR TEACHING HEALTH, WELLNESS, AND FINE ARTS, 3 Credits

Explores recent trends and research-based practices in the teaching of health, wellness, and fine arts. Includes strategies, assessments, special needs, integrating curriculum through developmentally appropriate practices, content standards, and the value of developing holistic learners through an effective health, wellness, and fine arts program.

Available via Ecampus

ED 559, STRATEGIES FOR TEACHING HUMANITIES, 3 Credits

Examines theory, pedagogy, and integration of language arts and social science in multiple-subject classrooms to develop appropriate daily lessons and unit plans in a manner consistent with current research and standards. Focuses on inquiry approaches that reflect interdisciplinary curriculum as well as subject specific pedagogy in the teaching of both social science and language arts.

ED 560, CHANGES IN ESOL EDUCATION, 3 Credits

Explores recent developments in education for K-12 emergent bilingual students, examining changes in theory, policy, and instruction. Practice-based projects draw on new language acquisition theories to address both language and content-knowledge development. Course work intended for K-12 teachers who earned an ESOL endorsement more than five years ago, as well as those with equivalent background knowledge.

Recommended: K-12 teaching license with ESOL endorsement

Available via Ecampus

ED 562, MATH METHODS 2: TEACHING IN THE ELEMENTARY CLASSROOM, 3 Credits

Applies the teaching of early childhood/elementary school mathematics with emphasis on problem-solving, connections, representation, communication, reasoning, and proof. Emphasizes research-based, developmentally appropriate, and culturally relevant practices in lessons. Includes the Beaver Assessment Portfolio – Mathematics Planning portion.

Equivalent to: ED 566

ED 563, STRATEGIES FOR TEACHING PHYSICAL EDUCATION HEALTH & WELLNESS, 1 Credit

Exploration of recent trends and research-based practices in the teaching of physical education, health, and wellness in elementary school. Includes instructional strategies for developing holistic learners though an effective wellness program.

ED 565, ELEMENTARY METHODS: LITERACY, 2-4 Credits

Understanding the theoretical and developmental foundations for literacy programs K-5; targeted reading, writing, listening, vocabulary, and speaking skill needs assessments; organizational strategies for teaching literacy; understanding dyslexia and how to differentiate instruction for students with dyslexia; and the integration of cultural diversity and social justice into literacy learning.

This course is repeatable for 4 credits.

ED 566, ELEMENTARY METHODS: MATHEMATICS, 4 Credits

Exploration of the teaching of early childhood/elementary school mathematics with emphases on problem solving, connections, representation, communication, reasoning and proof. Course will incorporate the development of mathematical models and mental constructs. Research-based, developmentally appropriate and culturally relevant practices will be incorporated into lessons.

Equivalent to: ED 562

ED 567, ELEMENTARY METHODS: NATURAL AND SOCIAL SCIENCE, 4 Credits

Inquiry approaches to the teaching and learning of the natural and social sciences are used to explore the structure of the disciplines and support the creation of instructional units that develop disciplinary knowledge and practices/skills while highlighting cross-cutting themes. Scientific literacy and civic competence are emphasized.

ED 569, STRATEGIES FOR TEACHING THE FINE ARTS, 1 Credit

Exploration of recent trends and research-based practices in the teaching of performing arts (dance, music, theater) and the visual arts in elementary school. Includes instructional strategies for developing holistic learners though an effective fine arts program.

ED 570, BILITERACY INSTRUCTION, 3 Credits

Explores literacy development in Spanish and English. Examines differences in literacy development across the two languages, as well as pedagogical approaches that leverage students' home language and literacy practices. Explores equity and bias in classroom language practices. Taught bilingually in Spanish and English.

Prerequisite: ED 572 (may be taken concurrently) with C or better

Available via Ecampus

ED 571, MULTILINGUAL LINGUISTICS, 3 Credits

Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on academic language development and teaching implications for emergent bilingual students in Spanish-English K-12 dual language programs. Taught bilingually in Spanish and English.

Prerequisite: ED 572 (may be taken concurrently) with C or better

Available via Ecampus

ED 572, FOUNDATIONS OF ESOL EDUCATION, 3 Credits

Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction.

Available via Ecampus

ED 573, INSTRUCTIONAL APPROACHES FOR ESOL EDUCATION, 3 Credits

Examines characteristics of standards-based content-area instruction for emergent bilinguals. Includes integration of content and language development, classroom-based assessment, and use of technology to support student learning.

Prerequisite: ED 572 with C or better

Available via Ecampus

ED 576, PARTNERSHIPS AND IDEOLOGIES IN ESOL EDUCATION, 3 Credits

Considers social and political issues pertaining to educating English language learners. Focuses on exploring multiple ideologies in ESOL and building partnerships across schools, families, and communities.

Prerequisite: ED 572 with C or better

Available via Ecampus

ED 578, SPECIAL EDUCATION LAW RIGHTS AND REGULATIONS, 3 Credits

In-depth review of special education law and regulations that protect and provide educational rights for students with disabilities. Teacher candidates will leave the class understanding both the historical and current legal rights of students receiving special education and how to best meet those rights in both the regular and special education resource classrooms.

Available via Ecampus

ED 579, LINGUISTICS FOR TEACHERS, 3 Credits

Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on teaching implications--from psycholinguistic, sociolinguistic, and critical perspectives--for emergent bilingual students in P-12 contexts.

Prerequisite: ED 572 with C or better

Available via Ecampus

ED 582, STRATEGIES FOR DEVELOPING LITERACY, 3 Credits

Explores approaches to the teaching of reading in multiple-subjects classrooms in a manner consistent with current research and standards. Introduces pedagogical techniques and assessment to teaching vocabulary, comprehension, phonics, and fluency. Addresses strategies related to motivation to read, dyslexia, integration of cultural diversity and social justice and the needs of diverse learners in literacy development.

ED 583, SPECIAL EDUCATION MATH, 3 Credits

Discusses instructional interventions and strategies that can be utilized in general education and intensive settings to assist neurodivergent learners in understanding mathematics concepts/topics. Integrates foundational knowledge of numeracy acquisition, mathematical concepts, mathematical thinking, mathematics vocabulary, calculation, and problem-solving to evaluate, plan, and organize well-sequenced, explicit, and multi-sensory math instruction. Examines objectives that align with elementary, middle, and secondary levels while providing individualization. Emphasizes topics and remediation strategies frequently encountered within the Grade 4 to Algebra/Grade 9 levels.

ED 584, LANGUAGE ARTS METHODS I: ADOLESCENT LITERACY, 4 Credits

Teaching language arts to middle and high school students requires a deep understanding of how reading and writing to learn occur. Guided by current professional and state literacy standards, students will learn to assess and advance adolescent reading comprehension, and writing and speaking skills.

ED 585, LANGUAGE ARTS METHODS II: STRATEGIES FOR GRADES 5-12, 4 Credits

Explores the integration and implementation of curriculum and high leverage instructional practices that respond to the learning needs of adolescents in language arts classrooms. Examines the importance of metacognitive strategies in the teaching of content-related skills and concepts, and how to create school cultures that support high achievement.

ED 586, LANGUAGE ARTS METHODS III: CURRICULUM AND THE PROFESSION, 4 Credits

Learning to teach language arts as a community of practice including the development of high-leverage instructional practices. Focus on enhancing classroom discourse and building student comprehension, meaning construction, interpretation, and response to complex text. Integration of technology tools for instruction and assessment.

Prerequisite: ED 584 with C or better and ED 585 [C]

ED 587, SOCIAL STUDIES METHODS I: ADOLESCENT LITERACY, 4 Credits

Teaching social studies to middle and high school students requires a deep understanding of how reading and writing to learn occur. Guided by current professional and state literacy standards, students will learn to assess and advance adolescent content reading comprehension, writing and speaking skills.

ED 588, SOCIAL STUDIES METHODS II: STRATEGIES FOR GRADES 5-12, 4 Credits

Explores the integration and implementation of curriculum and high leverage instructional practices that respond to the learning needs of adolescents in secondary social studies classrooms. Examines the importance of metacognitive strategies in the teaching of content-related skills and concepts, and how to create school cultures that support high achievement.

ED 589, SOCIAL STUDIES METHODS III: CURRICULUM AND THE PROFESSION, 4 Credits

Learning to teach social studies as a community of practice including the development of high-leverage instructional practices. Focus on curriculum strategies that provide opportunities for learners to develop and use facts, concepts, interpretations, and analyses to build and support arguments. Integration of technology tools for instruction and assessment.

Prerequisite: ED 587 with C or better and ED 588 [C]

ED 590, SOCIAL JUSTICE IN EDUCATION, 3 Credits

Examines social, environmental and ecological justice in educational settings focusing on bias critique in text, development of social justice curriculum, and creation of an action related to a social justice issue. The interconnectedness of social and ecological justice is also explored. Various international justice standards are used to ground students’ work in curriculum development.

Available via Ecampus

ED 591, SPECIAL EDUCATION ASSESSMENT METHODS, 3 Credits

Develops knowledge of basic measurement concepts and principles and provides introductory experiences with procedures used to equitably assess the educational performance of students with mild/moderate disabilities.

ED 592, TECHNOLOGY TOOLS FOR TEACHING, 1 Credit

Develops technology skills needed to be successful as a classroom teacher. Explores how digital tools can be used in instruction, assessment, communication, and collaboration in educational settings to bring vibrant energy into student learning and engagement. Covers responsible digital citizenship, responsible use and ethics of technology in the classroom.

ED 593, TRANSITION PLANNING IN SPECIAL EDUCATION, 3 Credits

Explores the communication and collaboration skills necessary for effective transition planning for individuals with disabilities. Provides strategies and opportunities to assess and teach self-determination skills to students with disabilities at the elementary and secondary levels and addresses the importance of outcomes, individualization, and collaboration in transition planning.

ED 594, DIFFERENTIATION, 2 Credits

Issues of K-12 learner and the role of culture, language, and group identification in learning will be examined and applied to the consideration of differentiated instructional strategies.

ED 595, EDUCATIONAL DEVELOPMENT, 2 Credits

Issues of K-12 learner social/emotional/cognitive development across multiple areas of learning will be examined, with consideration given to impact on classroom pedagogy.

ED 597, K-5 STEM INTEGRATION IN DIVERSE CLASSROOMS, 2 Credits

An investigation of theory and practice related to science teaching and learning in diverse classrooms through integration of science, math, literacy and social studies.

Available via Ecampus

ED 599, SPECIAL TOPICS, 1-4 Credits

This course is repeatable for 90 credits.

ED 601, RESEARCH, 1-16 Credits

Equivalent to: AHE 601

This course is repeatable for 16 credits.

ED 602, INDEPENDENT STUDY, 1-16 Credits

Equivalent to: AHE 602

This course is repeatable for 16 credits.

ED 603, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

ED 605, READING AND CONFERENCE, 1-16 Credits

Equivalent to: AHE 605

This course is repeatable for 16 credits.

ED 606, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

ED 607, SEMINAR, 1-16 Credits

Equivalent to: AHE 607

This course is repeatable for 16 credits.

ED 608, WORKSHOP, 1-16 Credits

Equivalent to: AHE 608

This course is repeatable for 16 credits.

ED 609, PRACTICUM/CLINICAL EXPERIENCE, 1-16 Credits

This course is repeatable for 16 credits.

ED 610, INTERNSHIP, 1-15 Credits

This course is repeatable for 15 credits.

ED 620, RESEARCH DESIGN AND EPISTEMOLOGIES, 3 Credits

Analysis of multiple research designs and epistemologies in education research. Development of critical reading of research and synthesis across related literature. Consideration of epistemologies and theoretical traditions in educational scholarship and how they shape research design. Exploration of the historical and ethical contexts of empirical research in related educational fields.

Equivalent to: SED 580

ED 622, QUALITATIVE RESEARCH TECHNIQUES IN EDUCATION, 3 Credits

A study of qualitative research designs and analytical procedures with specific applications in education.

Prerequisite: ED 620 with C or better

Equivalent to: SED 622

ED 624, QUANTITATIVE RESEARCH DESIGN AND CRITICAL ANALYSIS, 3 Credits

A study of quantitative research designs and analytical procedures with specific applications in education.

Prerequisite: ED 620 with C or better

Equivalent to: SED 612

ED 650, EQUITY AND EDUCATION POLICY, 3 Credits

Introduces students to key educational policy debates, with a particular focus on attempts to use education policy to advance equity. Examines different visions for the purpose of education and different definitions of equity. Explores the roles of different actors within education policy, including legislators, courts, and non-governmental organizations. Provides students with frameworks for analyzing education policy, which students will then apply to analyze a current policy debate that is of interest to them.

ED 651, RESEARCH BILINGUALISM AND MULTILINGUALISM, 3 Credits

Develops critical research skills to create new knowledge in the field of multilingualism. Examines interdisciplinary and intersectional perspectives to consider notions of identity among multilinguals and explore the historical trajectory of bilingualism and multilingualism research. Provides a broad understanding of the theoretical and methodological frameworks used to study bilingualism and multilingualism in globalized contexts.

ED 652, ETHNOGRAPHIC METHODS, 3 Credits

As an advanced qualitative method class, this course introduces theory and ethnographic research methods by presenting the various ways by which socio-cultural anthropologists observe and analyze phenomena, groups or individuals in everyday language and social practices in their local and global contexts, taking into account issues of language, equity and educational policy. Students will carry out an ethnographic research project of a particular phenomenon they wish to learn more about.

Prerequisite: ED 622 with C or better or SED 622 with C or better

ED 653, DISCOURSE, IDENTITY AND EDUCATION, 3 Credits

Builds a foundation in discourse theory and its applications to identity and education. Includes empirical studies that draw from particular lenses of discourse theory, exemplifying how these scholars organize the design, implementation, and discussion of research around discourse theory. Develops knowledge of discourse theory to propose a study that could be conducted drawing from discourse analytic perspectives.

ED 699, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 808, WORKSHOP, 1-4 Credits

This course is repeatable for 16 credits.

SED 401, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

SED 405, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

SED 406, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

SED 407, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

SED 409, FIELD PRACTICUM: SCIENCE AND MATHEMATICS, 3 Credits

This course is repeatable for 18 credits.

SED 413, INQUIRY IN SCIENCE AND SCIENCE EDUCATION, 3 Credits

Investigates inquiry and the nature of inquiry in science as it relates to science education. Examines issues relating to integrating scientific understandings and practice into K-12 instruction.

Recommended: Analytical, evaluation, and reasoning skills

Available via Ecampus

SED 414, INQUIRY IN MATHEMATICS AND MATHEMATICS EDUCATION, 3 Credits

Investigation of mathematics as it relates to mathematics education. Students will examine issues related to integrating mathematical understanding, mathematics standards/curricula, and mathematics-specific strategies in K-12 instruction.

Available via Ecampus

SED 452, STRATEGIES FOR TEACHING MATHEMATICS, 3 Credits

Explores the teaching of mathematics in multiple-subjects classrooms in a manner consistent with current research and standards. Utilizes an investigative approach to learn about planning, implementing, and creating linguistically and culturally sustaining mathematical learning for all students.

SED 453, STRATEGIES FOR TEACHING SCIENCE, 3 Credits

Explores the teaching of science in multiple-subjects classrooms in a manner consistent with current research and standards. Utilizes an investigative approach to learn about planning, implementing, and creating linguistically and culturally sustaining scientific learning for all students.

Available via Ecampus

SED 459, SCIENCE AND THE NATURE OF INQUIRY, 3 Credits

Focuses on inquiry approaches to the teaching and learning of science. Development of teaching strategies including materials and resources for teaching science using an inquiry approach as well as more teacher-directed approaches.

SED 499, SPECIAL TOPICS, 3 Credits

This course is repeatable for 18 credits.

SED 501, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

SED 503, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

SED 505, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 506, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 507, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

SED 508, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

SED 509, PRACTICUM, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 510, PROFESSIONAL INTERNSHIP: SCIENCE OR MATHEMATICS EDUCATION, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 511, ASSESSMENT FOR LEARNING, 3 Credits

Develops pedagogical content knowledge for planning, supporting and administering assessment of and for learning and equity in science/mathematics classrooms (grades 6-12).

Available via Ecampus

SED 516, INQUIRY IN SCIENCE AND MATHEMATICS EDUCATION, 3 Credits

Investigates inquiry and the nature of inquiry in science and mathematics as it relates to education. Examines issues relating to integrating scientific and mathematical understandings and practices in K-12 education.

Available via Ecampus

SED 552, STRATEGIES FOR TEACHING MATHEMATICS, 3 Credits

Explores the teaching of mathematics in multiple-subjects classrooms in a manner consistent with current research and standards. Utilizes an investigative approach to learn about planning, implementing, and creating linguistically and culturally sustaining mathematical learning for all students.

Available via Ecampus

SED 553, STRATEGIES FOR TEACHING SCIENCE, 3 Credits

Explores the teaching of science in multiple-subjects classrooms in a manner consistent with current research and standards. Utilizes an investigative approach to learn about planning, implementing, and creating linguistically and culturally sustaining scientific learning for all students.

Available via Ecampus

SED 573, SCIENCE PEDAGOGY AND TECHNOLOGY I, 4 Credits

Develops pedagogical content knowledge for supporting grades 6-12 science instruction in the following areas: equitable and ambitious science teaching, learning theories, nature of science, language of science, and technology integration.

SED 574, MATHEMATICS PEDAGOGY AND TECHNOLOGY I, 4 Credits

Develops knowledge, skills, and dispositions for teaching diverse youth in grades 6-12 mathematics. Supports imagining and enacting ways that schooling and instruction can disrupt inequality. Interrogates ways that schooling and mathematics instruction has perpetuated educational injustices. Infuses investigation of multiple forms of knowledge creation through research-practice multi-media.

Recommended: SED 414

SED 576, MATHEMATICS PEDAGOGY AND TECHNOLOGY II, 4 Credits

Continues to develop pedagogical content knowledge, skills, and dispositions for teaching diverse youth in grades 6-12 mathematics. Shifts from applying and synthesizing ideas in SED 574 to evaluating and justifying critical teaching and learning goals in SED 576. Interrogates how mathematics instruction has perpetuated educational injustices through course core readings. Continues to support creating and enacting ways that schooling and instruction can disrupt inequality using research-practice multi-media.

Prerequisite: SED 574 with C or better

SED 577, SCIENCE PEDAGOGY AND TECHNOLOGY II, 4 Credits

Develops pedagogical content knowledge for supporting grades 6-12 science instruction. Explores equitable and ambitious science teaching, learning theory, nature of science, and technology integration.

Prerequisite: SED 573 with C or better

SED 599, TOPICS IN SCIENCE EDUCATION, 3 Credits

This course is repeatable for 18 credits.

SED 601, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

SED 603, DISSERTATION, 1-16 Credits

This course is repeatable for 999 credits.

SED 605, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

SED 606, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

SED 607, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

SED 608, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

SED 611, SURVEY OF RESEARCH ON TEACHING, 3 Credits

Critical analysis of perspectives of research in science/math education with a focus on teaching as the unit of analysis.

Prerequisite: SED 580 with C or better or ED 620 with C or better

SED 613, LEARNING THEORY, 3 Credits

Provides a critical overview and analysis of current theories of learning and development, beginning with a discussion about what learning is, how it has been viewed and studied over time, and how seminal theories inform an understanding of lifelong learning and its facilitation.

Prerequisite: SED 580 (may be taken concurrently) with C or better or ED 620 (may be taken concurrently) with C or better

SED 615, PRACTICUM IN MATHEMATICS/SCIENCE IN COLLEGE TEACHING, 3 Credits

Supervised field practicum in college mathematics/science teaching.

This course is repeatable for 9 credits.

SED 621, SURVEY OF RESEARCH ON LEARNING, 3 Credits

Critical analysis of perspectives on student thinking and learning in science/math education.

Prerequisite: SED 580 (may be taken concurrently) with C or better or ED 620 with C or better

SED 623, CURRICULUM THEORY, 3 Credits

Establishes theoretical grounding of curriculum. Includes theoretical background, practical knowledge, and skills related to science and mathematics curriculum, including the history, curriculum theory and practice.

Prerequisite: SED 580 with C or better or ED 620 (may be taken concurrently) with C or better

SED 625, CRITICAL PEDAGOGY, 3 Credits

Builds a foundation in critical pedagogy theory and practice. Includes reading of classic and contemporary literature by recognized thinkers in the fields of critical pedagogical studies, requiring careful evaluation of empirical research and synthesis to develop a coherent point of view. Develops methodologies for analyzing data using critical pedagogical theories and intersectional perspectives.

SED 699, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

SED 808, WORKSHOP, 1-16 Credits

This course is repeatable for 99 credits.

Available via Ecampus

SW 201, INTRODUCTION TO SOCIAL WORK, 4 Credits

Introduces the values base of the social work profession and its ethical standards. Traces the history and development of the social work profession. Emphasizes principles of human rights and application toward realizing social, racial, economic, and environmental justice. Applies frameworks of ethical decision-making as a social worker in simulated settings.

SW 411, SOCIAL WORK ETHICS AND LAW, 4 Credits

Provides a comprehensive overview of professional ethical codes and legal responsibilities as they relate to the practice of social work and the development of a professional identity as a social worker. Focuses on professional boundaries, fiduciary responsibilities, confidentiality, dual relationships, ethical decision making, professional disclosures, power differentials, and professional communication. Applies frameworks of ethical decision-making as a social worker in simulated settings.

SW 412, RESEARCHING PROBLEMS OF PRACTICE, 4 Credits

Appraises quantitative and qualitative designs to address social issues. Learners identify practice and research gaps, develop research designs and questions, formulate ethical and culturally affirming strategies for data collection, and critique research findings from an anti-racist and anti-oppressive lens. Learners develop the skills necessary to interpret and evaluate research studies to inform social work practice in clinical and community settings.

SW 413, TRANSFORMING SOCIAL WELFARE POLICIES AND SYSTEMS, 6 Credits

Examines U.S. social welfare policy through a critical and analytic lens, exploring how policies impact individuals and communities at the micro, meso, and macro levels. Emphasizes disparities based on class, race/ethnicity, ability, sexual orientation, and gender. Analyzes policy history, processes, and theory while developing the skills to assess and advocate for meaningful policy change, addressing social justice issues in practice and within the political process.

SW 416, GENERALIST SOCIAL WORK PRACTICE WITH INDIVIDUALS AND FAMILIES, 6 Credits

Prepares social workers with generalist knowledge and skills required for direct practice. Develops clinical interviewing skills through labs and role-play demonstrations. Trains social workers in assessing readiness for change, empathy and cultural humility, planning evidence-based interventions to achieve client goals, and suicide risk assessment. Explores anti-racist, anti-oppressive, and culturally affirming approaches to serving individuals and families throughout all stages of client engagement, assessment, and intervention.

SW 417, GENERALIST SOCIAL WORK PRACTICE WITH CLIENT SYSTEMS, 6 Credits

Applies project-based learning collaboration with a real community nonprofit organization seeking program development support to advance diversity, equity, and inclusion and drive social change. Employs cultural humility to assess current practices and programs, identify action plans and outcome measures to achieve organizational goals, and suggest adjustments as part of continuous quality improvement. Emphasizes systems theory and related macro topics of organizational development, implementation science, and community partnerships and organizing. Reviews systemic issues such as child welfare and interpersonal violence.

Corequisites: SW 491

SW 418, GENERALIST SOCIAL WORK PRACTICE WITH GROUPS, 3 Credits

Fosters the development of effective group work skills for diverse practice settings. Examines theories and principles of group dynamics, leadership, and group facilitation. Evaluates cultural considerations and ethical issues impacting group processes. Learners design interventions to address group challenges and assess the effectiveness of group practices. Features synchronous weekly experiential group meetings, complemented by asynchronous online materials and assignments.

SW 491, +SOCIAL WORK PRACTICUM SUPERVISION, 1-8 Credits

Integrates field experience and supervision seminar to prepare students for post-graduate employment as social workers. Trains students for providing direct client services under the supervision of a site supervisor and faculty instructor. Incorporates instructor and peer feedback on case presentations and directed readings to support and enhance field experiences.

Attributes: CSC1 – Core Ed - Beyond OSU Career Preparation; CSC2 – Core Ed - Beyond OSU Career Engagement

Prerequisite: SW 411 (may be taken concurrently) with B- or better and (ED 100 [D-] or ED 300 [D-] or CORE 100 [D-] or CORE 300 [D-] or BA 100 [D-] or BA 300 [D-] or ENGR 110 [D-] or ENGR 310 [D-] or LA 100 [D-] or LA 300 [D-] or SCI 100 [D-] or SCI 300 [D-])

This course is repeatable for 30 credits.

Recommended: SW 416

SW 511, SOCIAL WORK ETHICS AND LAW, 4 Credits

Provides a comprehensive overview of professional ethical codes and legal responsibilities as they relate to the practice of social work and the development of a professional identity as a social worker. Focuses on professional boundaries, fiduciary responsibilities, confidentiality, dual relationships, ethical decision making, professional disclosures, power differentials, and professional communication. Applies frameworks of ethical decision-making as a social worker in simulated settings.

SW 512, RESEARCHING PROBLEMS OF PRACTICE, 4 Credits

Appraises quantitative and qualitative designs to address social issues. Learners identify practice and research gaps, develop research designs and questions, formulate ethical and culturally affirming strategies for data collection, and critique research findings from an anti-racist and anti-oppressive lens. Learners develop the skills necessary to interpret and evaluate research studies to inform social work practice in clinical and community settings.

SW 513, TRANSFORMING SOCIAL WELFARE POLICIES AND SYSTEMS, 6 Credits

Examines U.S. social welfare policy through a critical and analytic lens, exploring how policies impact individuals and communities at the micro, meso, and macro levels. Emphasizes disparities based on class, race/ethnicity, ability, sexual orientation, and gender. Analyzes policy history, processes, and theory while developing the skills to assess and advocate for meaningful policy change, addressing social justice issues in practice and within the political process.

SW 516, GENERALIST SOCIAL WORK PRACTICE WITH INDIVIDUALS AND FAMILIES, 6 Credits

Prepares social workers with generalist knowledge and skills required for direct practice. Develops clinical interviewing skills through labs and role-play demonstrations. Trains social workers in assessing readiness for change, empathy and cultural humility, planning evidence-based interventions to achieve client goals, and suicide risk assessment. Explores anti-racist, anti-oppressive, and culturally affirming approaches to serving individuals and families throughout all stages of client engagement, assessment, and intervention.

SW 517, GENERALIST SOCIAL WORK PRACTICE WITH CLIENT SYSTEMS, 6 Credits

Applies project-based learning collaboration with a real community nonprofit organization seeking program development support to advance diversity, equity, and inclusion and drive social change. Employs cultural humility to assess current practices and programs, identify action plans and outcome measures to achieve organizational goals, and suggest adjustments as part of continuous quality improvement. Emphasizes systems theory and related macro topics of organizational development, implementation science, and community partnerships and organizing. Reviews systemic issues such as child welfare and interpersonal violence.

Corequisites: SW 591

SW 518, GENERALIST SOCIAL WORK PRACTICE WITH GROUPS, 3 Credits

Fosters the development of effective group work skills for diverse practice settings. Examines theories and principles of group dynamics, leadership, and group facilitation. Evaluates cultural considerations and ethical issues impacting group processes. Learners design interventions to address group challenges and assess the effectiveness of group practices. Features synchronous weekly experiential group meetings, complemented by asynchronous online materials and assignments.

SW 591, SOCIAL WORK PRACTICUM SUPERVISION, 1-8 Credits

Integrates field experience and supervision seminar to prepare students for post-graduate employment as social workers. Trains students for providing direct client services under the supervision of a site supervisor and faculty instructor. Incorporates instructor and peer feedback on case presentations and directed readings to support and enhance field experiences.

Prerequisite: SW 511 (may be taken concurrently) with B- or better

This course is repeatable for 30 credits.

Recommended: SW 516